Vignette 1. Learning from the past. The role of emotion in deflecting conversations about privilege and power in South African schools

This vignette explores history teaching in a 9th grade classroom of a high school with a population mostly representing the privileged White minority population in South Africa. An experienced teacher takes the initiative, deviating from the curriculum, in trying to teach his students about racism and discrimination and the roles played by love and hate. Ultimately the vignette unveils how the deep injustices of the South African past still permeate all aspects of schooling and especially the history classroom, rendering \u27citizenship\u27 a difficult concept on the national level before even considering the global. (DIPF/Orig.

When Silence Screams: An Examination of Reporting Behaviors Among Sexual Assault Victims on HBCU Campuses

According to National Sexual Violence Resource Center (2015), 20% to 25% of college women experience a completed or attempted rape victimization during their college career, but less than 5% of college women file a report with law enforcement (Fisher, Cullen, and Turner 2000). Prior literature indicates that student characteristics/background, alcohol use, and affiliation with Greek life influence students’ chances of being sexually assaulted as well as victim decisions to report. Current research on campus sexual assault victimization and students’ decisions to report has neglected Historically Black Colleges and Universities (HBCUs) but seem to show that minorities are less likely to report sexual assaults to police or college officials. This thesis addresses this gap by examining sexual assault reporting on HBCU campuses. Examining survey data provided by 382 female victims of attempted/completed forced sexual assault on HBCU campuses (Krebs, et.al., 2011), the relationship between victim participation in Greek and/or sports teams, previous sexual assault victimization prior to college, and Greek membership for the offender and victim reporting behaviors are examined. Findings and implications are discussed. By examining sexual assault on HBCU campuses, this study may provide a better understanding of the factors that influence a student’s decision to report on an HBCU campus

Comparing the Lived Experience of Men and Women Bereaved by Stillbirth: A Meta- Synthesis of Qualitative Studies

This item is only available electronically.Stillbirth rates in Australia have remained stable in the past 20 years, with some 2,000 families affected each year. Despite this, research into the multi-dimensional impact of stillbirth remains limited. Most research to date focusses on the immediate needs of bereaved mothers, particularly grief and the response of health professionals in hospital settings. What is needed from research is a deeper understanding of the impact of stillbirth on fathers, siblings, grandparents, family systems, mental health, relationships, employment and workplace productivity. The relationship between the experience of stillbirth and social constructs, gender, parenting, stigma and attachment also requires closer attention. Surprisingly, the economic impact of stillbirth is poorly described. The direct and indirect costs of stillbirth in Australia from 2016-2020 is estimated to sum $681 million highlighting the need for action to reduce stillbirth and its devastating and pervasive impacts on those bereaved, and Australian society.Thesis (M.Psych.Clinical(Defence)) -- University of Adelaide, School of Psychology, 201

Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan

Commissioned by the Varkey Foundation, this report is one component of a wide-ranging study on the education of secondary school teachers in sub-Saharan Africa. The Market Scan Report provides information for the larger study, which culminates in an Overview Report.The market scan was preceded by a literature review which produced a framework for systematically examining eight key aspects of teacher education as it manifests in both its initial (ITE)and continuing (CPD) modalities: selection into ITE; the institutions which deliver ITE; the nature and content of ITE programmes; induction of newly qualified teachers into the profession; teachers and performance management; continuous professional development; teachers' career paths; and thepromotion of teachers.