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Now showing results 1-5 of 5.
1. Student Identities, and Researching These, in a Newly "Racially" Merged University in South Africa (EJ779681)
Author(s):
Pattman, Rob
Source:
Race, Ethnicity and Education, v10 n4 p473-492 Dec 2007
Pub Date:
2007-12-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Cultural Pluralism; Foreign Countries; Gender Differences; Academic Achievement; College Students; Student Diversity; Racial Factors; Educational Environment; Indians; White Students; Blacks; Student Research; Identification (Psychology); Racial Identification; Sociology; Interviews; Observation; Student Attitudes; Interpersonal Relationship
Abstract: The paper reports on research conducted by third-year sociology students into student identities at the University of KwaZulu-Natal in Durban, South Africa. This university was formed as a result of a merger between two formerly "racially" defined universities. The research, comprising interviews and observation and taking place at the University's Howard College (the formerly white University of Natal), was envisaged as a way of enabling the students to apply practically theories of identity, and as a means of generating local resources. In spite of the recent merger, "race" emerged as a major influence on student identifications, affecting associations on campus, what people did, where they went to in their break times and their attitudes to others. The paper investigates racialised groupings and identities on campus, how they are forged in relation to each other and students' emotional investments in them. It draws, also, on the researchers' own experiences, as black, white and Indian male and female students, of engaging in this research, and the issues and problems they encountered, and reflects on some of the methodological implications of students researching students and "race." (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Christian Women and Men from Durban: Peer Sex Educators in the Making (EJ828377)
Pattman, Rob; Cockerill, Megan
International Journal of Inclusive Education, v11 n4 p501-517 Jul 2007
2007-07-00
Descriptors: Health Education; Moral Values; Gender Differences; Christianity; Foreign Countries; Acquired Immunodeficiency Syndrome (AIDS); Peer Teaching; Interviews; Daily Living Skills; Blacks; High Schools; Organizations (Groups)
Abstract: In HIV and AIDS and life skills education in southern Africa peer education has been advocated as a way of democratizing relations between educators and students and encouraging participatory pedagogies. But what makes a peer educator, or rather how do people make themselves peer educators? Similarities in terms of age, social status and background do not automatically result in teachers and students identifying as peers and engaging in participatory teaching and learning. This paper focuses on an interview with men and women in their 20s who were identified as peer educators and taught life skills education to children in a "black" high school. How did they, as full-time paid employees several years older than their students working for a Christian organization, construct themselves as peers in relation to the male and female students they taught? It is argued that this involved contradictory ways of relating to students, moralistic and student-centred, and that they subverted and reproduced conventional gendered identities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Loving and Hating Jacob Zuma: Some Implications for Education (EJ753468)
Gender and Education, v18 n5 p557-560 Sep 2006
2006-09-00
Journal Articles; Reports - Evaluative
Descriptors: Foreign Countries; Mass Media; Court Litigation; Sexually Transmitted Diseases; Rape; Communicable Diseases; College Faculty; College Students; Student Attitudes; Gender Issues; Racial Factors; Student Diversity
Abstract: Jacob Zuma is the former Deputy President of South Africa who was suspended from office pending a court case on corruption charges but whose name has dominated the South Africa media over the last few months in relation to his prosecution for rape of a much younger woman who was HIV positive. The Jacob Zuma trial has produced powerful feelings for and against Zuma, thus, the author wants to reflect briefly on aspects of Zuma's appeal drawing on conversations with students--Zuma supporters--at the University of KwaZulu-Natal where he teaches. Furthermore, he states that teaching "Jacob Zuma" in mixed "race" and mixed gender classes without generating and reinforcing "racial" and gendered tensions, but encouraging self-reflexivity and engagement with "Others" presents a major challenge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Middle-Class Struggle? Identity-Work and Leisure among Sixth Formers in the United Kingdom (EJ721712)
Kehily, Mary Jane; Pattman, Rob
British Journal of Sociology of Education, v27 n1 p37-52 Feb 2006
2006-02-00
Information Analyses; Journal Articles; Opinion Papers
Descriptors: Foreign Countries; Secondary School Students; Identification (Psychology); Middle Class; Leisure Time; Recreational Activities; Social Influences; Smoking; Drinking; Drug Abuse; Peer Relationship; Social Bias; Marijuana
Abstract: This paper explores the ways in which sixth-form students in Milton Keynes negotiate their identities and the symbolic significance they attach to leisure activities in the process of doing this. The paper draws upon qualitative, young-person-centred interviews with sixth formers in state and private schools. It addresses the investments of sixth formers in constructing themselves as autonomous individuals and argue that they do so from a position of middle-class subjects-in-the-making. Through an inversion of Willis' (1977) focus, the concern is to make explicit the implicitly middle-class identities sixth formers were forging. It is argued that the identity-work of sixth formers plays a part in the reproduction of school-based class inequalities by pathologising working-class students while constructing themselves as bourgeois liberal individuals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Constructing and Experiencing Boyhoods in Research in London (EJ694771)
Pattman, Rob; Frosh, Stephen; Phoenix, Ann
Gender and Education, v17 n5 p555-561 Dec 2005
2005-12-00
Descriptors: Males; Boarding Schools
Abstract: When Rob was about 14-years-old, at an all male boarding school, he was so glad that he did not have a tiny penis like another boy who was called girl. He was popular because he was good at sport, missed his mum and dog terribly but never showed it (except a little to his mum and dog) and talked a lot about girls he fancied. These memories were triggered by an interview based study on the identities of 11- to 14-year-old boys in London which we conducted from 1997-2000. Rob was the interviewer, and he interviewed boys in groups (45: 36 single sex and nine mixed) and individually (79) in 12 London schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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