A journey into silence: students, stakeholders and the impact of a strategic Governmental Policy Document in the UK.

For our analysis we draw upon Macherey’s essay ‘The text says what is does not say’ (in Walder 1990) where he argues for the legitimacy of interrogating a text for ‘what it tacitly implies, what it does not say … for in order to say anything there are things which must not be said’ (Ibid 217, his italics). As with society, all works have their margins – the incompleteness that reveals their birth and production … ‘ What is important in the work is what it does not say … what the work cannot say … because there the elaboration of the utterances is acted out in a sort of journey to silence’ (Ibid 218). Our critical analysis of the Government e-learning strategy (2005) reveals that rather than harnessing technology to empower the typically disenfranchised within the educational debate, it is those very stakeholders at the margins who are silenced whilst the interests of those with institutional and economic power are given voice. Our analysis will show that rather than creating a stakeholder society, Government through its policy documents positions the already disempowered as either silent or deficit and our conclusions suggest that rather than a discourse of transformation, ‘regulation not education’ (Lillis 2001), is the real goal of the dominant stakeholders

Billy Elliot The Musical: visual representations of working-class masculinity and the all-singing, all-dancing bo[d]y

According to Cynthia Weber, ‘[d]ance is commonly thought of as liberating, transformative, empowering, transgressive, and even as dangerous’. Yet ballet as a masculine activity still remains a suspect phenomenon. This paper will challenge this claim in relation to Billy Elliot the Musical and its critical reception. The transformation of the visual representation of the human body on stage (from an ephemeral existence to a timeless work of art) will be discussed and analysed vis-a-vis the text and sub-texts of Stephen Daldry’s direction and Peter Darling’s choreography. The dynamics of working-class masculinity will be contextualised within the framework of the family, the older female, the community, the self and the act of dancing itself

Teaching academic literacies online: revisiting our webinar in light of Covid-19

In December last year, we were debating about moving the teaching of academic and digital literacies online, and who could have guessed what would happen three months later! Our initial conversations were framed around models of teaching these literacies. For Debbie, they are a way to support, develop and create spaces for students throughout the whole of their academic journey. She and Sandra both agreed that it wasn’t about ‘fixing’ a student, but rather celebrating their diversity and making transparent the forms and processes of academia, and discovering ways to enable students to act powerfully in academic spaces, face-to-face (F2F) or online. The panel agreed that students often learn what we term ‘skills’ or literacies without knowing that they are doing so, for they are embedded in our practices and processes. The problem is that academics and learning developers alike would like development of these academic practices to be somewhat conscious and witting. However the developmental nature of, for example, how you understand a text – or the immersive nature of academic research and writing – means that it can be hard to see the milestones. Digital literacy, in contrast, is seen by some as having more distinct, observable stepping stones in progression. Anna Latchman, a Level 6 Games Design student at Solent University, suggested that having checklists to break down all the stages of a digital assignment into simple steps are a good way to recognise progress. It’s a process but it’s also a personal approach, and, she argued, students benefit from having the exploratory time and space to try things out. So, how do we develop academic and digital literacies in – or with – students – especially when, as we are at the moment, we are confined to engaging in this virtually and at a distance

Madness decolonized?: Madness as transnational identity in Gail Hornstein’s Agnes’s Jacket

The US psychologist Gail Hornstein’s monograph Agnes’s Jacket: A Psychologist’s Search for the Meanings of Madness (2009) is an important intervention in the identity politics of the mad movement. Hornstein offers a resignified vision of mad identity that embroiders the central trope of an “anti-colonial” struggle to reclaim the experiential world “colonized” by psychiatry. A series of literal and figurative appeals make recourse to the inner world and (corresponding) cultural world of the mad, as well as to the ethno-symbolic cultural materials of dormant nationhood. This rhetoric is augmented by a model in which the mad comprise a diaspora without an origin, coalescing into a single transnational community. The mad are also depicted as persons displaced from their metaphorical homeland, the “inner” world “colonized” by the psychiatric regime. There are a number of difficulties with Hornstein’s rhetoric, however. Her “ethnicity-and-rights” response to the oppression of the mad is symptomatic of Western parochialism, while her proposed transmutation of putative psychopathology from limit upon identity to parameter of successful identity is open to contestation. Moreover, unless one accepts Hornstein’s porous vision of mad identity, her self-ascribed insider status in relation to the mad community may present a problematic “re-colonization” of mad experience

Stigma narratives: LGBT transitions and identities in Malta

This article is available open access through the publisher’s website at the link below. Copyright @ 2011 A B Academic Publishers.This article considers narratives of transition experiences of a group of Lesbian, Gay, Bisexual and Transgender (LGBT) young people in Malta. The article draws on Goffman's concept of stigma and uses this to explore transitions in a society that retains some traditional characteristics, particularly the code of honour and shame, although mediated by aspects of modernity. Interviews were undertaken with 15 young people with the goal of producing narratives. The article analyses the experience of stigma, its effects and how young people manage its consequences. It concludes by drawing attention to the pervasive nature of stigma and the importance of structure, agency and reflexivity in youth transitions. In particular stigma remains an important feature of societies in which hetero-normative sexuality remains dominant

‘Whether you are gay or straight, I don’t like to see effeminate dancing’: effeminophobia in performance-level ballroom dance

This article discusses recent responses to performances of same-sex male ballroom dancing in order to consider the subtle difference which can exist between homophobia and effeminophobia. Given that the world of performance-level ballroom dancing is a gay-friendly environment, in which many participants are openly gay identified, this article will argue that a discourse of effeminophobia, rather than homophobia, underpins the world of performance-level ballroom dance. Performance-level ballroom dance is often read as camp not only because it represents exaggerated gender roles but because its official technique requires that the male dancer synthesise codes of masculinity and femininity in his dancing. What protects the gender-dissident male ballroom dancer from being read as effeminate is that he is paired with a female body performing excessive femininity. Without the foil of the hyper-feminine female partner, the same-sex couple draws attention to the fact that the male ballroom dancer is not dancing as a man but in accordance with ballroom’s queer construction of masculinity. Given that performance-level dance has struggled for so many years to be viewed as masculine sport, practitioners may, quite understandably, be anxious about any representation which suggests that ballroom dance may be an effeminate activity

Female partners of patients after surgical prostate cancer treatment: interactions with physicians and support needs

<p>Abstract</p> <p>Background</p> <p>Few studies have explored the women's experiences as a result of a partners' diagnosis of prostate cancer. This study begins to explore women's interactions with physicians (primary care and urologist) and the support needs associated with the diagnosis and treatment of their partners' prostate cancer.</p> <p>Methods</p> <p>Two focus groups (n = 14) of women whose partners were diagnosed with prostate cancer (diagnoses' 1 - 18 months). A trained facilitator used open-ended questions to explore ideas. The framework approach was used to analyze the transcripts.</p> <p>Results</p> <p>Three main themes emerged: 1. <b>More support</b>. Validation and information is needed for women including emotional support and opportunities to share experiences. 2. <b>Role of the physician</b>. The transfer of care once specialized treatment is no longer needed remained poorly defined, which increased confusion and feelings of abandonment related to the role of the primary physician. 3. <b>Partners' relationship changes</b>. Men became more dependent on their partners for support and to act as the primary communicator and caregiver.</p> <p>Conclusions</p> <p>Additional research is needed in this field to confirm the importance of training primary care physicians to consider holistic treatment approaches that recognize the partner and family needs as important in the complete physical and emotional healing of their patients.</p

Understanding digital inequality: a theoretical kaleidoscope

The pandemic affected more than 1.5 billion students and youth, and the most vulnerable learners were hit hardest, making digital inequality in educational settings impossible to overlook. Given this reality, we, all educators, came together to find ways to understand and address some of these inequalities. As a product of this collaboration, we propose a methodological toolkit: a theoretical kaleidoscope to examine and critique the constitutive elements and dimensions of digital inequalities. We argue that such a tool is helpful when a critical attitude to examine ‘the ideology of digitalism’, its concomitant inequalities, and the huge losses it entails for human flourishing seems urgent. In the paper, we describe different theoretical approaches that can be used for the kaleidoscope. We give relevant examples of each theory. We argue that the postdigital does not mean that the digital is over, rather that it has mutated into new power structures that are less evident but no less insidious as they continue to govern socio-technical infrastructures, geopolitics, and markets. In this sense, it is vital to find tools that allow us to shed light on such invisible and pervasive power structures and the consequences in the daily lives of so many