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6. Desires in Languages

Charis Boutieri Indiana University Press ePub

6

Desires in Languages

Linguistic ethics […] consists in following the resurgence of an “I” coming back to rebuild an ephemeral structure in which the constituting struggle of language and society would be spelled out.

—Julia Kristeva, Desire in Language: A Semiotic Approach to Literature and Art

In a badly lit, run-down, and unheated locker room, the girls in the senior-year Humanities track were getting ready for gym class. While changing into a tracksuit, adjusting her ḥijāb (veil), teasing her best friend about her dreadful volleyball skills, and singing the latest tune she heard on the radio, Khadija reported the newest developments of her online romance with Tarek. A student in the year below, Tarek spoke with Khadija online without being aware of her offline identity. I now understood why her girlfriends called her Camelia: it was her MSN (instant messaging service) pseudonym. Khadija assured me that after spending long hours chatting with Tarek she had learned French “par amour” (out of love).1 Her statement elicited great laughter among the group as Khadija cleverly played on the ambiguous meaning of the expression “par amour” as both love for the French language and love for Tarek. Her close friend Meryem teased her about the stratagems she used to engage in online chatting on her family’s only computer despite the explicit prohibition of its use and the vigilant monitoring of her two brothers and parents. There was really nothing surprising about this locker room scene of peer sociality and romantic awakening, but for the fact that it was the first time that these girls, with whom I had spent considerable time in and out of class, told me about their use of French for flirting. As they headed out for gym class, I asked Meryem if she also flirted online and, if so, whether she did it in French. She replied,

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Chapter 3 Challenge Plus and Minus and Half-Grade Increments

Thomas R. Guskey Solution Tree Press ePub

CHAPTER 3

Challenge Plus and Minus and Half-Grade Increments

A few years ago, a serious debate arose at my university. The topic led to heated arguments in meetings around campus and was the focus of countless editorials and op-ed pieces in the campus newspaper. The subject of this debate was a proposal to use plus (+) and minus (–) grades in all classes throughout the university.

A university administrator who knew that I had studied grading issues invited me to testify before the university senate. So on the appointed day, I walked across campus to attend the senate meeting. When asked by the senate chair to present my perspective on the policy to use plus and minus grades, I offered the following:

As a professor in the College of Education, I’ve spent considerable time in recent years surveying the research on grading and reporting student learning. That research suggests that the issue of plus and minus grades is not as complicated as many contend. In essence, it comes down to a rather simple choice: Do you want a five-category grading scale or a twelve-category grading scale? Of course, the more important question in this regard is whether or not adding more categories to the grading scale makes it better and fairer to students.

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1 Different Courses, Common Concern

Karen Manarin Indiana University Press ePub

ANY SCHOLARSHIP OF teaching and learning (SOTL) project must grapple with the issue of generalizability. On the one hand, the scholarship of teaching and learning is strengthened by its grounding in real classrooms, with the messy, ill-structured, fascinating, and rich glimpses of student learning they provide. However, these classrooms, situated in messy, ill-structured, fascinating, and unique institutions, cannot be easily compared within, let alone across, institutions. Practitioners of the scholarship of teaching and learning cannot assume findings are transferable across contexts. Liz Grauerholz and Eric Main, warning against the assumption that findings are generalizable, describe teaching methods as “social acts informed by cultural traditions that become most meaningful when described in terms of specific histories and larger social contexts.”1 As Cheryl Albers notes, “It is sometimes difficult to reconcile this context-dependent characteristic of SOTL with the call to use SOTL to build an intellectual commons. . . . The quandary lies in how to use context-rich SOTL work to build a body of knowledge that influences practice.”2 Albers talks in terms of transfer, “not achieved through generalizing the results of context-bound investigations,” but rather through collaboration and conversation.3 In this book we describe our collaboration, hoping to extend the conversation and influence practice beyond our own classrooms. We do not claim our findings are generalizable beyond our institution or even beyond these specific class sections. We believe, however, that aspects of our findings will resonate with other instructors and may provide insights they can use in their own unique contexts. To facilitate this transfer, we must provide more details about our particular context, the “‘rich description,’ which paints a detailed picture of the conditions of the study, allowing others to compare it to their own context.”4 This chapter provides some of those details by outlining our general education provision, the reading requirements for each of these general education courses, and the parameters of our collaborative inquiry.

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Editorial: Teacher Education, Democracy, and the Social Imaginary of Accountability

Rowman & Littlefield Publishers ePub

Teacher Education, Democracy, and the Social Imaginary of Accountability

PATRICK M. JENLINK

Preparing teachers for schools is a function of furthering the democratic ideals that guide a society in its continual progress toward realizing democracy. Realization of the democratic society the United States aspires to be, through its public education system, requires that teacher education take responsibility for the “development of more democratic forms of professionalism in teaching and teacher education” (Zeichner, 2010, p. 1550). However, in contrast, historically, teacher education has often not been concerned, albeit not by choice, with furthering democratic ideals. The audit culture1 that has evolved over the past several decades in U.S. public education (P–16) has construed teachers as compliant technicians,2 enacting predefined “best practices” with a predefined curriculum measured against external tests, a situation for which skill, not intelligence, is required (Giroux, 2012).

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Capitalization

Elliott Quinley Saddleback Educational Publishing PDF

Basic Skills Practice

Capitalization

The following items should always be capitalized:

• the first word in a sentence

An X-ray will be required.

• names of persons, places, streets, and organizations

Sandra Day O’Connor Paris, France

Oak Street

The United Nations

• the first word in a direct quotation “We’re hungry!” the children shouted.

• names of languages, specific school courses, documents, and important historical events

Spanish     Advanced Algebra     Emancipation Proclamation     Civil War

A. Rewrite the sentences, adding or deleting capital letters as necessary.

1. during world war II, many Citizens of Europe went hungry.

__________________________________________________________________________

2. Have You tried the new greek restaurant on Tenth avenue?

__________________________________________________________________________

3. Martin said, “this school doesn’t offer many History Courses.”

__________________________________________________________________________

4. The internal Revenue service collects Federal Taxes.

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