Pub Date : 2019-06-30DOI: 10.20533/ijtie.2047.0533.2019.0169
T. Adenekan
Albinism, is a relatively common condition in many communities in Nigeria. However, there is a lingering dearth of information concerning the real cause(s), management and appropriate behavior towards people living with this condition. This paper explores the perception of Ibule-soro people about albinism and also closely considers the unanswered questions about their rejection. Existing literature was reviewed and an ethnographic approach was also adopted, using key informant interview to collect data from prominent members of the community. The paper found out that Albinos have information deficiencies on how to properly take care of their skin, to prevent them from being unhappy and unattractive and also take care of their already impaired vision. All the respondents confirmed that giving birth to or accommodating an albino is a taboo in Ibulesoro community. They equally reported that the Jooro river goddess abhors albinos because her request that an albino be sacrificed to it was declined. The paper concluded that there are no negative psychological, social or spiritual consequence associated with albinism except as initiated by stigmatization and discrimination. Information Professionals should therefore educate the general public concerning the ills of discrimination and social exclusion of albinos. This would make Albinos feel a sense of belonging in their communities and consequently make them live healthy and productive lives.
{"title":"Information Needs of Albinos in the Yoruba Ethnic Group, Nigeria","authors":"T. Adenekan","doi":"10.20533/ijtie.2047.0533.2019.0169","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0169","url":null,"abstract":"Albinism, is a relatively common condition in many communities in Nigeria. However, there is a lingering dearth of information concerning the real cause(s), management and appropriate behavior towards people living with this condition. This paper explores the perception of Ibule-soro people about albinism and also closely considers the unanswered questions about their rejection. Existing literature was reviewed and an ethnographic approach was also adopted, using key informant interview to collect data from prominent members of the community. The paper found out that Albinos have information deficiencies on how to properly take care of their skin, to prevent them from being unhappy and unattractive and also take care of their already impaired vision. All the respondents confirmed that giving birth to or accommodating an albino is a taboo in Ibulesoro community. They equally reported that the Jooro river goddess abhors albinos because her request that an albino be sacrificed to it was declined. The paper concluded that there are no negative psychological, social or spiritual consequence associated with albinism except as initiated by stigmatization and discrimination. Information Professionals should therefore educate the general public concerning the ills of discrimination and social exclusion of albinos. This would make Albinos feel a sense of belonging in their communities and consequently make them live healthy and productive lives.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124280522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.20533/ijtie.2047.0533.2019.0172
Stafford A. Griffith
This article reports on the benefits of a pilot at the University of the West Indies (UWI) School of Education which entailed the teaching of a Graduate Diploma in Education through The UWI’s Single Virtual University Space (SVUS) that used the Zoom platform to host online classes. It facilitated concurrent delivery of courses to students at a number of sites and countries. The SVUS was an initiative of The UWI to serve, better, the needs of communities where students may not be able to access a programme delivered at a University campus. The lessons learned from the pilot informed several subsequent UWI initiatives, including the work of the Office for Online Learning which is responsible, inter alia, for expanding the concurrent delivery of the University’s programmes and courses to multiple sites. The lessons learned may also be of value to other institutions seeking to deliver programmes to multiple sites through video streaming.
{"title":"Piloting the Concurrent Teaching of a Graduate Programme at Multiple Sites and its Value to The University of the West Indies","authors":"Stafford A. Griffith","doi":"10.20533/ijtie.2047.0533.2019.0172","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0172","url":null,"abstract":"This article reports on the benefits of a pilot at the University of the West Indies (UWI) School of Education which entailed the teaching of a Graduate Diploma in Education through The UWI’s Single Virtual University Space (SVUS) that used the Zoom platform to host online classes. It facilitated concurrent delivery of courses to students at a number of sites and countries. The SVUS was an initiative of The UWI to serve, better, the needs of communities where students may not be able to access a programme delivered at a University campus. The lessons learned from the pilot informed several subsequent UWI initiatives, including the work of the Office for Online Learning which is responsible, inter alia, for expanding the concurrent delivery of the University’s programmes and courses to multiple sites. The lessons learned may also be of value to other institutions seeking to deliver programmes to multiple sites through video streaming.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122937062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.20533/ijtie.2047.0533.2019.0167
Matthias Grünke, Anne Barwasser
The purpose of this single-case analysis was to determine the effects of a reading racetrack intervention on the sight-word fluency of five struggling third and fourth graders. All participants were enrolled in a German elementary school but grew up speaking a different tongue. A multiple baseline design across subjects was applied. During the course of the intervention, four out of five children showed significant improvements in their ability to quickly recognize common German sight words. The increase in performance of one student was a little less distinct than in the cases of the other four but still remarkable. Limitations of this study and the practical implications of employing reading racetracks are discussed.
{"title":"Enhancing Sight-Word Fluency of Second-Language Elementary Students through Reading Racetracks","authors":"Matthias Grünke, Anne Barwasser","doi":"10.20533/ijtie.2047.0533.2019.0167","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0167","url":null,"abstract":"The purpose of this single-case analysis was to determine the effects of a reading racetrack intervention on the sight-word fluency of five struggling third and fourth graders. All participants were enrolled in a German elementary school but grew up speaking a different tongue. A multiple baseline design across subjects was applied. During the course of the intervention, four out of five children showed significant improvements in their ability to quickly recognize common German sight words. The increase in performance of one student was a little less distinct than in the cases of the other four but still remarkable. Limitations of this study and the practical implications of employing reading racetracks are discussed.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116284376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.20533/IJTIE.2047.0533.2018.0156
Sandra Patrícia Marques Pereira, T. Ventura
This article is the second of a series of reflective reports on a work in progress that aims to measure the transformative impact of a child with Autism Spectrum Disorder within his/her intervention nucleus in a bidirectional logic of personal and social learning and development. The family is studied as a mobilizing agent of the community for the definition of a common project in which everyone will be subject and object of transformation and learning. The problem is deepened, moving from the family domain to the volunteer’s social context. The program is described and how it prepares and monitors learning and practices. A qualitative methodology was adopted, using semi-structured interviews and focus groups, trying to understand how the love for a different child allowed preparing an action plan in which shared responsibility, belonging and unity gave birth to a new idea of a learning community the Son-Rise family.
{"title":"The Redefinition of ASD – A Collective Outlook","authors":"Sandra Patrícia Marques Pereira, T. Ventura","doi":"10.20533/IJTIE.2047.0533.2018.0156","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2018.0156","url":null,"abstract":"This article is the second of a series of reflective reports on a work in progress that aims to measure the transformative impact of a child with Autism Spectrum Disorder within his/her intervention nucleus in a bidirectional logic of personal and social learning and development. The family is studied as a mobilizing agent of the community for the definition of a common project in which everyone will be subject and object of transformation and learning. The problem is deepened, moving from the family domain to the volunteer’s social context. The program is described and how it prepares and monitors learning and practices. A qualitative methodology was adopted, using semi-structured interviews and focus groups, trying to understand how the love for a different child allowed preparing an action plan in which shared responsibility, belonging and unity gave birth to a new idea of a learning community the Son-Rise family.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129134420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.20533/IJTIE.2047.0533.2018.0161
Z. Kráľová, E. Mala
The current study focuses on the link between the age of Slovak EFL teachers and their English pronunciation anxiety and English pronunciation quality. Data were collected by both qualitative (questionnaire and interview) and quantitative methods (scale and test). The correlation analysis revealed positive relationship between age and pronunciation anxiety and negative relationship between age and pronunciation quality which contradicts the traditional belief that the length of teaching experience is a factor reducing teachers’ anxiety.
{"title":"Non-Native Teachers’ Foreign Language Pronunciation Anxiety","authors":"Z. Kráľová, E. Mala","doi":"10.20533/IJTIE.2047.0533.2018.0161","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2018.0161","url":null,"abstract":"The current study focuses on the link between the age of Slovak EFL teachers and their English pronunciation anxiety and English pronunciation quality. Data were collected by both qualitative (questionnaire and interview) and quantitative methods (scale and test). The correlation analysis revealed positive relationship between age and pronunciation anxiety and negative relationship between age and pronunciation quality which contradicts the traditional belief that the length of teaching experience is a factor reducing teachers’ anxiety.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131835660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.20533/IJTIE.2047.0533.2018.0159
C. Omole, E. Ugwu
The paper is aimed at comparing STEM educational outcomes of Nigerian students who are struggling with low English proficiency (LEP) while also learning Science, Technology, Engineering and Mathematics (STEM) subjects to Texas LEP students, who are often enrolled in Bilingual Education Programs (BEP). In Texas, Bilingual Education and English as a second language programs were implemented to meet the needs of LEP students, whereas in Nigeria, such special programs are not fully developed. Globally, Bilingual Education programs are often provided to indigenous and immigrant LEP students. Texas LEP students’ Mathematics, English and Science achievement will be compared to Nigerian students’ scores to determine how each group of students have fared under both national policies: US NCLB (No child left behind) act of 2001 and UBE (Universal basic Education) Scheme of 1999. Recommendations will be made from the conclusions drawn.
{"title":"Bilingual Education for STEM Achievement: A comparison of the Nigerian and Texas Bilingual Education Programs","authors":"C. Omole, E. Ugwu","doi":"10.20533/IJTIE.2047.0533.2018.0159","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2018.0159","url":null,"abstract":"The paper is aimed at comparing STEM educational outcomes of Nigerian students who are struggling with low English proficiency (LEP) while also learning Science, Technology, Engineering and Mathematics (STEM) subjects to Texas LEP students, who are often enrolled in Bilingual Education Programs (BEP). In Texas, Bilingual Education and English as a second language programs were implemented to meet the needs of LEP students, whereas in Nigeria, such special programs are not fully developed. Globally, Bilingual Education programs are often provided to indigenous and immigrant LEP students. Texas LEP students’ Mathematics, English and Science achievement will be compared to Nigerian students’ scores to determine how each group of students have fared under both national policies: US NCLB (No child left behind) act of 2001 and UBE (Universal basic Education) Scheme of 1999. Recommendations will be made from the conclusions drawn.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126054011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.20533/IJTIE.2047.0533.2018.0158
K. Hong
Tactile Toys are developed from threedimensional textiles as tactile therapy for children who are diagnosed with Tactile Dysfunction. The three-dimensional forms of textiles are achieved by utilizing the thermoplastic qualities of synthetic fabrics. Tactile Toys are being used in occupational therapy sessions, and the usage of specific Tactile Toys for each individual child is closely being monitored by the occupational therapist. The implementation of Tactile Toys as tactile therapy will better equip children with appropriate therapeutic tactile sensory benefits, with a focus in helping children with different tactile sensory needs to improve their ability to regulate, interpret and execute appropriate behavioural responses to touch sensations. The goal of tactile therapy for children is to help them develop appropriate responses to touch sensation so that daily tasks can be competently performed. As these competencies will increase with effective tactile therapy, the child’s self-esteem and self-regulation will also improve, allowing them to live their lives in a functional manner.
{"title":"Tactile Toys: Therapy for Tactile Dysfunctions","authors":"K. Hong","doi":"10.20533/IJTIE.2047.0533.2018.0158","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2018.0158","url":null,"abstract":"Tactile Toys are developed from threedimensional textiles as tactile therapy for children who are diagnosed with Tactile Dysfunction. The three-dimensional forms of textiles are achieved by utilizing the thermoplastic qualities of synthetic fabrics. Tactile Toys are being used in occupational therapy sessions, and the usage of specific Tactile Toys for each individual child is closely being monitored by the occupational therapist. The implementation of Tactile Toys as tactile therapy will better equip children with appropriate therapeutic tactile sensory benefits, with a focus in helping children with different tactile sensory needs to improve their ability to regulate, interpret and execute appropriate behavioural responses to touch sensations. The goal of tactile therapy for children is to help them develop appropriate responses to touch sensation so that daily tasks can be competently performed. As these competencies will increase with effective tactile therapy, the child’s self-esteem and self-regulation will also improve, allowing them to live their lives in a functional manner.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125662000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.20533/IJTIE.2047.0533.2018.0152
T. Mbuvha
One of the most pressing concerns surrounding the field of special education is to ensure there are highly qualified quality teachers for students with special needs. So far little attention has been paid to teacher’s training programme which are necessary to upgrade their skills, knowledge and performance and to enable them to be more effective in teaching learners with special needs, particularly in South Africa. The purpose of this study was to investigate the effects of the in-service training (IST) programme for teacher’s who work in special schools and evaluate its effects and appropriateness in South Africa basic education and training system in the Limpopo Province. The study sought to establish the contribution of IST to teacher’s self-development and the effect of the use of South African Sign Language (SASL) and Braille as languages of instructions for teaching learners who are deaf and those with Blindness. The study adopted both quantitative and qualitative design. A sample of fifty (50) male and female teachers from special schools who attended the training in the Limpopo Province participated in this study. The findings show that the majority of teachers has gained knowledge on the use of SASL and Braille in teaching learners with special needs and this will enhance the quality of their teaching practices. Moreover, teachers evaluated the training programme as relevant and appropriate. One of the recommendations was to incorporate training of basic SASL and Braille in teachers training curriculum. Other recommendations include the sustainability of training for the next generation of teachers in special schools.
{"title":"The Prominence of In-Service Training on the Performance of Special School Teachers in South Africa in the Limpopo Province","authors":"T. Mbuvha","doi":"10.20533/IJTIE.2047.0533.2018.0152","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2018.0152","url":null,"abstract":"One of the most pressing concerns surrounding the field of special education is to ensure there are highly qualified quality teachers for students with special needs. So far little attention has been paid to teacher’s training programme which are necessary to upgrade their skills, knowledge and performance and to enable them to be more effective in teaching learners with special needs, particularly in South Africa. The purpose of this study was to investigate the effects of the in-service training (IST) programme for teacher’s who work in special schools and evaluate its effects and appropriateness in South Africa basic education and training system in the Limpopo Province. The study sought to establish the contribution of IST to teacher’s self-development and the effect of the use of South African Sign Language (SASL) and Braille as languages of instructions for teaching learners who are deaf and those with Blindness. The study adopted both quantitative and qualitative design. A sample of fifty (50) male and female teachers from special schools who attended the training in the Limpopo Province participated in this study. The findings show that the majority of teachers has gained knowledge on the use of SASL and Braille in teaching learners with special needs and this will enhance the quality of their teaching practices. Moreover, teachers evaluated the training programme as relevant and appropriate. One of the recommendations was to incorporate training of basic SASL and Braille in teachers training curriculum. Other recommendations include the sustainability of training for the next generation of teachers in special schools.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123312827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.20533/IJTIE.2047.0533.2018.0150
M. Semple-McBean, Allan Creighton
Children’s Creole language or mother tongue is usually rejected in Early Childhood settings in Guyana. This practice of rejecting children’s home language breaches the UN Convention of the Rights of the Child which promotes the principle of development of and respect for the children’s language. More significantly, this practice contradicts developmentally appropriate early childhood learning experiences which dictates that children’s home language is probably the best medium for early interactions. Empirical study has attributed this problem to lack of sociolinguistic knowledge of Creole and limited pedagogical training [1]. In light of this finding, in 2010, the University of Guyana made a deliberate attempt to advance knowledge about Creole acceptance and appreciation when the first early childhood professional development training programme was introduced. This research paper examines the impact the training programme made on participants’ interaction experiences with Guyanese Creole speaking children. It highlights how participants’ knowledge of language acceptance principles influences their recognition of Creole as a legitimate way of speaking, and recommends key characteristics considered necessary for effecting changes in practice. In its analysis of this impact, the paper pays particular attention to the introduction of a dramatic play into the content and delivery of the programme. It attempts an assessment of the dramatisation as a sublime experience for the students in the University of Guyana programme, suggesting the extent to which it was able to effect change in their consciousness and their awareness of the importance of enlightened attitudes to first language recognition in their professional practice.
{"title":"The Trouble with Neketa: Drama as a Force in Early Childhood Professional Training Programmes","authors":"M. Semple-McBean, Allan Creighton","doi":"10.20533/IJTIE.2047.0533.2018.0150","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2018.0150","url":null,"abstract":"Children’s Creole language or mother tongue is usually rejected in Early Childhood settings in Guyana. This practice of rejecting children’s home language breaches the UN Convention of the Rights of the Child which promotes the principle of development of and respect for the children’s language. More significantly, this practice contradicts developmentally appropriate early childhood learning experiences which dictates that children’s home language is probably the best medium for early interactions. Empirical study has attributed this problem to lack of sociolinguistic knowledge of Creole and limited pedagogical training [1]. In light of this finding, in 2010, the University of Guyana made a deliberate attempt to advance knowledge about Creole acceptance and appreciation when the first early childhood professional development training programme was introduced. This research paper examines the impact the training programme made on participants’ interaction experiences with Guyanese Creole speaking children. It highlights how participants’ knowledge of language acceptance principles influences their recognition of Creole as a legitimate way of speaking, and recommends key characteristics considered necessary for effecting changes in practice. In its analysis of this impact, the paper pays particular attention to the introduction of a dramatic play into the content and delivery of the programme. It attempts an assessment of the dramatisation as a sublime experience for the students in the University of Guyana programme, suggesting the extent to which it was able to effect change in their consciousness and their awareness of the importance of enlightened attitudes to first language recognition in their professional practice.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127343482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.20533/ijtie.2047.0533.2018.0151
V. Shalchi, Roozbeh Hatami, S. Tabrizi
What it means to be masculine can be defined in different ways, though there tends to be popular definitions associated with dominance, aggression, and control. Such popular definitions create problems, particularly when it comes to the social spaces within a school. This is particularly the case for schools that are not engaged in teaching gender equality, or are actively promoting a certain kind of gender discrimination. This paper will explore such issues and discuss the problems inherent in popular definitions and understanding of masculinity. In addition, it will look at the specific situation of Iran, where the schools emphasize gender roles to the point of discrimination in the form of reinforcing patriarchal stereotypes and masculine superiority.
{"title":"Exploring the Social Implications of Patriarchal Influences in Schools","authors":"V. Shalchi, Roozbeh Hatami, S. Tabrizi","doi":"10.20533/ijtie.2047.0533.2018.0151","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2018.0151","url":null,"abstract":"What it means to be masculine can be defined in different ways, though there tends to be popular definitions associated with dominance, aggression, and control. Such popular definitions create problems, particularly when it comes to the social spaces within a school. This is particularly the case for schools that are not engaged in teaching gender equality, or are actively promoting a certain kind of gender discrimination. This paper will explore such issues and discuss the problems inherent in popular definitions and understanding of masculinity. In addition, it will look at the specific situation of Iran, where the schools emphasize gender roles to the point of discrimination in the form of reinforcing patriarchal stereotypes and masculine superiority.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125715929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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