Mandated Resistance, Embodied Shame: The Material and Affective Contours of a TESOL Method

This article examines how a purportedly local, postcolonial reform effort to resist center‐based methods is resisted by the students and teachers it seeks to serve. In this context, rather than take center and periphery for granted, the author attempts a processual geography of method. Drawing on data from a 19‐month ethnography in the Indian state of Kerala, the author first traces the materials production process and reifications of resistance to argue that method produces centers. Specifically, privileged actors rearranged the terms of recognition from literacy to orality to resist supposedly structural, behaviorist pedagogies but in effect mandated resistance to locally available literacy resources. Then, foregrounding the quality of classroom life (Kumaravadivelu, 2006a) under reform conditions, the author witnesses diverse regimes of shame. Kumaravadivelu (2006b) distinguishes methods (“established methods conceptualized and constructed by experts”) from methodologies (“what practicing teachers actually do in the classroom” to achieve their teaching objectives, p. 84). Because the material and affective registers of classroom life emerged as crucial domains of experience, the author attempts an intersectional analysis that foregrounds the material (Block, 2015; Ramanathan, 2008) in conjunction with that of the affective (Motha & Lin, 2013). Ethnographic attention to the “schema of agents, levels, and processes” (Ricento & Hornberger, 1996, p. 408) entailed in the production and consumption of a method illuminates the multiple and complex ways in which marginality is engendered and lived

Differentials of fertility in North and South Gondar zones, northwest Ethiopia: A comparative cross-sectional study

<p>Abstract</p> <p>Background</p> <p>Ethiopia is one of the most densely populated countries in Africa with an estimated population of 77.1 million in mid-2007. Uncontrolled fertility has adversely influenced the socio-economic, demographic and environmental situations of the country. It is one of the largest and poorest countries that, even in the midst of crisis, has maintained high levels of fertility. This study was aimed at investigating the most important factors influencing fertility behavior in Northwest Ethiopia.</p> <p>Methods</p> <p>A comparative cross-sectional study which included 2424 women aged 25 years and above was undertaken in the Amhara region of Northwest Ethiopia. The study subjects were grouped into high fertile and low fertile categories. There were 1011 and 1413 women in the high and low fertile groups, respectively. A multi-stage cluster sampling stratified by place of residence was employed to select the required study subjects. Both bivariate and multivariate logistic regression techniques were used to analyze the data.</p> <p>Results</p> <p>Among the 25 variables considered in this study, only 9 of them were found significantly and independently associated with the level of fertility. Women with at least secondary education were at a lower risk of high fertility with OR = 0.37 (95% CI: 0.21 to 0.64) compared to those with no formal education. However, women with primary education did not show any significant difference when compared with the same baseline group. Age at first marriage was inversely associated with the number of children ever born alive. Place of residence, household expenditure, number of children who have died, attitude towards using contraceptives, women's knowledge on the safe period, and current marital status were the other variables that showed significant associations with the level of fertility.</p> <p>Conclusion</p> <p>Female education beyond the primary level, reduced infant and child mortality, delayed marriage and correct knowledge on the safe period during the menstrual cycle were amongst the main factors that had a bearing on high fertility.</p