Background Despite a growing body of research on genitopelvic pain/penetration disorder (GPPPD), ... more Background Despite a growing body of research on genitopelvic pain/penetration disorder (GPPPD), few studies have examined racial and ethnic differences. Aim The goal of this study was to examine differences across racial groups pertaining to GPPPD with sexual vaginal intercourse in young college women at 2 public US universities. Methods Data were collected from 1197 students from 2 public US universities. We limited our sample to 667 sexually active participants aged ≥18 years (mean, 19.21). Participants responded to survey items on their sexual history, wellness, and practices and to the Female Sexual Function Index. Data were analyzed through standard bivariate and regression analyses. Outcomes Participants were asked, “In general, do you feel pain with sexual intercourse?” and categorized into 1 of 3 pain groups: occasional (10%-25% of the time), frequent (≥50%), and no pain (<10%). Results GPPPD was prevalent among young college women, with 162 (24.3%) reporting pain occasi...
In diesem Beitrag zeigen wir die Nutzung von Narrationsanalysen fur teilstrukturierte Interviews,... more In diesem Beitrag zeigen wir die Nutzung von Narrationsanalysen fur teilstrukturierte Interviews, die wir mit insgesamt sechs Frauen gefuhrt haben, die in Grosstadten im Suden der USA leben und sich fur eine "naturliche" Geburt ihres ersten Kindes entschieden hatten. Mittels der Creative Analytic Practice prasentieren wir die Erfahrungen der Frauen in Gedichtform, um die Spannung nachvollziehbar zu machen zwischen den Wunschen der Frauen einerseits und ihren tatsachlichen Schwangerschafts- und Geburtserfahrungen andererseits. Das Gedicht verdeutlicht Behordenpolitiken, Wege, wie Konsens in einigen amerikanischen Gesundheitsinstitutionen umgelenkt oder konstruiert wird und auch die Resilienz der befragten Frauen. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs170290
The acronym STEM is a ubiquitous term for seemingly anything in—or related to—the fields of scien... more The acronym STEM is a ubiquitous term for seemingly anything in—or related to—the fields of science, technology, engineering, and mathematics, and the current dominant educational STEM discourse in teacher education is often organized around questions of how to integrate math and science into the other content areas or vice versa. The purpose of this essay is to pose a different question: How can an ecological model for subject inquiry become the organizing focus for an integrated ecological inquiry? In this article, we provide a glimpse of where we are currently in our thinking and writing as we put theory to work in teacher education. For the past few years, we have been working on a number of exciting endeavors in teacher education, ranging from theoretical explorations to more practitioner-based projects that attempt to outline how PK-12 educators might utilize ecocritical frameworks in their Common Core State Standards (CCSS) aligned lesson plans. However, in our efforts to dev...
This article introduces the main tenets of an ecocritical framework in social and cultural founda... more This article introduces the main tenets of an ecocritical framework in social and cultural foundations of edu- cation; specifically, it explores how scholar-activist, EcoJustice educators work to actively deconstruct and reconstitute basic, foundational cultural assumptions that currently frame education within the United States. The article asserts that social justice educators in K–12 schools and higher education must take into consideration the ways in which a cultural logic of domination (Warren, 1990) constitutes unjust and destructive social and economic ideologies and policies that constitute schooling. The authors introduce an ecocritical conceptual framework and present learning heuristics for engaging students in recognizing, respecting, and representing diversity as a condition of difference upon which our collective survival depends. The authors make the argument that an ecocritical perspective in social and cultural foundations is important in order to foster the potential for teachers to be agents of change in support of socially just and sustainable communities.
Teaching in our current moment in history is a challenging task. While teachers may ostensibly fo... more Teaching in our current moment in history is a challenging task. While teachers may ostensibly focus on one designated subject or content area, they can find themselves struggling to help students grapple with, and respond to, the complex and interrelated problems facing society and the world. However, exciting work is being done to help teachers do just this—to courageously confront and critically and creatively examine the injustices of violence and destruction that are increasingly sanctioned all around us. Furthermore, this kind of work is being done with a fierce commitment to the possibilities that PreK-12 and higher education classrooms can be places of such transformation. This special issue of Issues in Teacher Education provides highlights from diverse scholars working at the intersections of social justice and sustainabil-
In this chapter we discuss a case study from Detroit, Michigan, that highlights what educators ca... more In this chapter we discuss a case study from Detroit, Michigan, that highlights what educators can learn from community efforts to address food insecurity. Advocating that educators and policy makers rethink how they recognize and come to understand food enclosures—socio-political and economic arrangements that limit access to the production, preparation, and consumption of local, healthy, and culturally relevant food—the chapter emphasizes the importance of working together to learn from and with food movements.
In this article, we explore narrative inquiry data we collected with women who attempted to have ... more In this article, we explore narrative inquiry data we collected with women who attempted to have a natural, drug-free childbirth for the birth of their first child. The data presented come from semi-structured life story interviews with six women who live in a metropolitan city in the midsouthern United States. Using creative analytic practice (CAP), the women's experiences are presented as a composite poem. The (re)presentation of the women's narratives in the poem emphasizes the tensions between what women desired and planned for in contrast to what they actually experienced during pregnancy and birth. The poem illustrates the politics of agency, the ways in which consent is bypassed or assumed in some medical institutions in the United States, and the resilience of the women.
This article seeks to address often overlooked cultural assumptions embedded within neoliberalism... more This article seeks to address often overlooked cultural assumptions embedded within neoliberalism; specifically, the researchers explore what ecofeminist Val Plumwood describes as centric thinking, leading to a logic of domination. The authors argue that social justice educators and activists who are committed to critiquing neoliberalism must take into consideration the ways in which a logic of domination undergirds the unjust and destructive social and economic ideologies and policies that constitute neoliberalism. The authors examine and share pedagogical moments from experiences in teacher education seeking to: (a) challenge and disrupt dualistic thinking; (b) interrupt perceptions of hegemonic normalcy—referring to a socio-cultural process by which actions, behaviors, and diverse ways of interpreting the world are perceived by dominant society as “fitting in” and being socially acceptable; and, (c) contest false notions of independence—the degree to which an individual is percei...
Abstract:Black women engineering students often find themselves in an uninviting space in a field... more Abstract:Black women engineering students often find themselves in an uninviting space in a field dominated by White men. Thus, as Black women matriculate toward completion of their engineering degrees, they encounter instances of racism, sexism, and prejudice that result from the intersection of their race and gender. In an effort to identify and understand their similar experiences, the present study used Black feminist theory and intersectionality. Nine undergraduate Black women engineering students at a predominantly White institution engaged in semi-structured life history interviews. The interviews revealed two themes that exposed how others view participants, how participants view themselves, the similarities among Black women engineering students’ experiences, the different ways Black women can be oppressed, and the ways in which Black women experience and respond to different forms of prejudice.
The authors, the only two qualitative research specialists in their college of education, discuss... more The authors, the only two qualitative research specialists in their college of education, discuss and analyze their performances in methodological drag. Drawing on Butler’s concepts of performativity and performance, methodological drag is a performance in which qualitative methodologists convincingly masquerade as situated within epistemological, theoretical, and methodological frameworks, even those that they may not situate themselves in personally or professionally. Depending on a particular power/discourse network and setting, methodologists perform the subject position differently. In this way, methodological drag as pedagogical performance becomes a strategy in which methodologists make themselves intelligible to themselves and others in various settings (e.g., teaching qualitative research classes, mentoring students, interacting with other faculty in committee meetings, and conducting their own research). In so doing, methodological drag enacts a strategic counter discourse...
This feminist narrative inquiry discusses the experiences of two women in a metropolitan city in ... more This feminist narrative inquiry discusses the experiences of two women in a metropolitan city in the Midsouth of the United States who each intended to have a drug- and intervention-free childbirth for the birth of their first child. This data came from a larger study that included narratives from six participants. Using Alecia Y. Jackson and Lisa A. Mazzei's concept of “plugging in,” we read and analyzed the data through three feminist theorists: Sara Ahmed, Gayatri Chakravorty Spivak, and Susan Bordo. This allowed us to push the limits of intelligibility of women and their narratives, challenging the dominant, medicalized discourses prevalent in the current cultural context of the United States.
Background Despite a growing body of research on genitopelvic pain/penetration disorder (GPPPD), ... more Background Despite a growing body of research on genitopelvic pain/penetration disorder (GPPPD), few studies have examined racial and ethnic differences. Aim The goal of this study was to examine differences across racial groups pertaining to GPPPD with sexual vaginal intercourse in young college women at 2 public US universities. Methods Data were collected from 1197 students from 2 public US universities. We limited our sample to 667 sexually active participants aged ≥18 years (mean, 19.21). Participants responded to survey items on their sexual history, wellness, and practices and to the Female Sexual Function Index. Data were analyzed through standard bivariate and regression analyses. Outcomes Participants were asked, “In general, do you feel pain with sexual intercourse?” and categorized into 1 of 3 pain groups: occasional (10%-25% of the time), frequent (≥50%), and no pain (<10%). Results GPPPD was prevalent among young college women, with 162 (24.3%) reporting pain occasi...
In diesem Beitrag zeigen wir die Nutzung von Narrationsanalysen fur teilstrukturierte Interviews,... more In diesem Beitrag zeigen wir die Nutzung von Narrationsanalysen fur teilstrukturierte Interviews, die wir mit insgesamt sechs Frauen gefuhrt haben, die in Grosstadten im Suden der USA leben und sich fur eine "naturliche" Geburt ihres ersten Kindes entschieden hatten. Mittels der Creative Analytic Practice prasentieren wir die Erfahrungen der Frauen in Gedichtform, um die Spannung nachvollziehbar zu machen zwischen den Wunschen der Frauen einerseits und ihren tatsachlichen Schwangerschafts- und Geburtserfahrungen andererseits. Das Gedicht verdeutlicht Behordenpolitiken, Wege, wie Konsens in einigen amerikanischen Gesundheitsinstitutionen umgelenkt oder konstruiert wird und auch die Resilienz der befragten Frauen. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs170290
The acronym STEM is a ubiquitous term for seemingly anything in—or related to—the fields of scien... more The acronym STEM is a ubiquitous term for seemingly anything in—or related to—the fields of science, technology, engineering, and mathematics, and the current dominant educational STEM discourse in teacher education is often organized around questions of how to integrate math and science into the other content areas or vice versa. The purpose of this essay is to pose a different question: How can an ecological model for subject inquiry become the organizing focus for an integrated ecological inquiry? In this article, we provide a glimpse of where we are currently in our thinking and writing as we put theory to work in teacher education. For the past few years, we have been working on a number of exciting endeavors in teacher education, ranging from theoretical explorations to more practitioner-based projects that attempt to outline how PK-12 educators might utilize ecocritical frameworks in their Common Core State Standards (CCSS) aligned lesson plans. However, in our efforts to dev...
This article introduces the main tenets of an ecocritical framework in social and cultural founda... more This article introduces the main tenets of an ecocritical framework in social and cultural foundations of edu- cation; specifically, it explores how scholar-activist, EcoJustice educators work to actively deconstruct and reconstitute basic, foundational cultural assumptions that currently frame education within the United States. The article asserts that social justice educators in K–12 schools and higher education must take into consideration the ways in which a cultural logic of domination (Warren, 1990) constitutes unjust and destructive social and economic ideologies and policies that constitute schooling. The authors introduce an ecocritical conceptual framework and present learning heuristics for engaging students in recognizing, respecting, and representing diversity as a condition of difference upon which our collective survival depends. The authors make the argument that an ecocritical perspective in social and cultural foundations is important in order to foster the potential for teachers to be agents of change in support of socially just and sustainable communities.
Teaching in our current moment in history is a challenging task. While teachers may ostensibly fo... more Teaching in our current moment in history is a challenging task. While teachers may ostensibly focus on one designated subject or content area, they can find themselves struggling to help students grapple with, and respond to, the complex and interrelated problems facing society and the world. However, exciting work is being done to help teachers do just this—to courageously confront and critically and creatively examine the injustices of violence and destruction that are increasingly sanctioned all around us. Furthermore, this kind of work is being done with a fierce commitment to the possibilities that PreK-12 and higher education classrooms can be places of such transformation. This special issue of Issues in Teacher Education provides highlights from diverse scholars working at the intersections of social justice and sustainabil-
In this chapter we discuss a case study from Detroit, Michigan, that highlights what educators ca... more In this chapter we discuss a case study from Detroit, Michigan, that highlights what educators can learn from community efforts to address food insecurity. Advocating that educators and policy makers rethink how they recognize and come to understand food enclosures—socio-political and economic arrangements that limit access to the production, preparation, and consumption of local, healthy, and culturally relevant food—the chapter emphasizes the importance of working together to learn from and with food movements.
In this article, we explore narrative inquiry data we collected with women who attempted to have ... more In this article, we explore narrative inquiry data we collected with women who attempted to have a natural, drug-free childbirth for the birth of their first child. The data presented come from semi-structured life story interviews with six women who live in a metropolitan city in the midsouthern United States. Using creative analytic practice (CAP), the women's experiences are presented as a composite poem. The (re)presentation of the women's narratives in the poem emphasizes the tensions between what women desired and planned for in contrast to what they actually experienced during pregnancy and birth. The poem illustrates the politics of agency, the ways in which consent is bypassed or assumed in some medical institutions in the United States, and the resilience of the women.
This article seeks to address often overlooked cultural assumptions embedded within neoliberalism... more This article seeks to address often overlooked cultural assumptions embedded within neoliberalism; specifically, the researchers explore what ecofeminist Val Plumwood describes as centric thinking, leading to a logic of domination. The authors argue that social justice educators and activists who are committed to critiquing neoliberalism must take into consideration the ways in which a logic of domination undergirds the unjust and destructive social and economic ideologies and policies that constitute neoliberalism. The authors examine and share pedagogical moments from experiences in teacher education seeking to: (a) challenge and disrupt dualistic thinking; (b) interrupt perceptions of hegemonic normalcy—referring to a socio-cultural process by which actions, behaviors, and diverse ways of interpreting the world are perceived by dominant society as “fitting in” and being socially acceptable; and, (c) contest false notions of independence—the degree to which an individual is percei...
Abstract:Black women engineering students often find themselves in an uninviting space in a field... more Abstract:Black women engineering students often find themselves in an uninviting space in a field dominated by White men. Thus, as Black women matriculate toward completion of their engineering degrees, they encounter instances of racism, sexism, and prejudice that result from the intersection of their race and gender. In an effort to identify and understand their similar experiences, the present study used Black feminist theory and intersectionality. Nine undergraduate Black women engineering students at a predominantly White institution engaged in semi-structured life history interviews. The interviews revealed two themes that exposed how others view participants, how participants view themselves, the similarities among Black women engineering students’ experiences, the different ways Black women can be oppressed, and the ways in which Black women experience and respond to different forms of prejudice.
The authors, the only two qualitative research specialists in their college of education, discuss... more The authors, the only two qualitative research specialists in their college of education, discuss and analyze their performances in methodological drag. Drawing on Butler’s concepts of performativity and performance, methodological drag is a performance in which qualitative methodologists convincingly masquerade as situated within epistemological, theoretical, and methodological frameworks, even those that they may not situate themselves in personally or professionally. Depending on a particular power/discourse network and setting, methodologists perform the subject position differently. In this way, methodological drag as pedagogical performance becomes a strategy in which methodologists make themselves intelligible to themselves and others in various settings (e.g., teaching qualitative research classes, mentoring students, interacting with other faculty in committee meetings, and conducting their own research). In so doing, methodological drag enacts a strategic counter discourse...
This feminist narrative inquiry discusses the experiences of two women in a metropolitan city in ... more This feminist narrative inquiry discusses the experiences of two women in a metropolitan city in the Midsouth of the United States who each intended to have a drug- and intervention-free childbirth for the birth of their first child. This data came from a larger study that included narratives from six participants. Using Alecia Y. Jackson and Lisa A. Mazzei's concept of “plugging in,” we read and analyzed the data through three feminist theorists: Sara Ahmed, Gayatri Chakravorty Spivak, and Susan Bordo. This allowed us to push the limits of intelligibility of women and their narratives, challenging the dominant, medicalized discourses prevalent in the current cultural context of the United States.
The past decades of teacher education scholarship have been marked by critiques of how neoliberal... more The past decades of teacher education scholarship have been marked by critiques of how neoliberal policies and reform efforts have contributed to an erosion of public education as a core foundation of democratic life and of the possibilities of critically addressing the cultural roots of social justice and sustainability in schools. Considering the stark conditions for life on the planet due to climate change, poverty, famine, and increased violent conflict, scholar-activist educators are presented with the challenge of rethinking education and doing so with close attention to what can be done differently in teacher education. In this era, one in which global climate change is threatening the very existence of human and more-than-human communities, as ecocritical teacher educators , we turn our attention toward the possibilities of radically reconsidering the purpose, and the associated procedures and practices, of not only teacher education but also of PreK-12 schooling. This encyclopedia entry focuses on an ecocritical pedagogy for teacher education that offers the opportunity to critically address and rethink current dominant conceptual frameworks constituting classrooms, schools, and communities. Within this ecocritical pedagogy, anthropocentrism, in connection with assumptions of human supremacy , becomes a distinguishable focal point. To conclude, actions to implement an ecocritical framework in teacher education will be discussed. Responding to the systemic violence and exploitation perpetuated by the current dominant social, economic, and environmental contexts in North America (similar to other nation states embedded in Western industrial culture), ecocritical educators examine and address how it is that schools in Western industrial societies create , support, and sustain the habits of mind that rationalize, justify, and (re)produce unjust social suffering and devastating degrees of environmental degradation. When faced with such a challenge , ecocritical teacher educators ask: How is it that exploitation is rationalized, justified, and/or (re)produced by teachers? Furthermore, ecocritical educators are also committed to turning the critical lens inward and asking: What can teacher educators, and teachers, do to teach in support of alternatives to Western industrial cul-ture? In an attempt to address these questions, we introduce what we are referring to as an ecocritical pedagogy as an approach to exploring the possibilities of diverse critical ecological perspectives in teacher education.
This feminist narrative inquiry discusses the experiences of two women in a metropolitan city in ... more This feminist narrative inquiry discusses the experiences of two women in a metropolitan city in the Midsouth of the United States who each intended to have a drug-and intervention-free childbirth for the birth of their first child. This data came from a larger study that included narratives from six participants. Using Alecia Y. Jackson and Lisa A. Mazzei's concept of " plugging in, " we read and analyzed the data through three feminist theorists: Sara Ahmed, Gayatri Chakravorty Spivak, and Susan Bordo. This allowed us to push the limits of intelligibility of women and their narratives, challenging the dominant, medicalized discourses prevalent in the current cultural context of the United States.
The acronym STEM is a ubiquitous term for seemingly anything in—or related to—the fields of scien... more The acronym STEM is a ubiquitous term for seemingly anything in—or related to—the fields of science, technology, engineering, and mathematics, and the current dominant educational STEM discourse in teacher education is often organized around questions of how to integrate math and science into the other content areas or vice versa. The purpose of this essay is to pose a different question: How can an ecological model for subject inquiry become the organizing focus for an integrated ecological inquiry? In this article, we provide a glimpse of where we are currently in our thinking and writing as we put theory to work in teacher education.
A special issue for Issues in Teacher Education (ITE) that includes diverse ecocritical perspecti... more A special issue for Issues in Teacher Education (ITE) that includes diverse ecocritical perspectives in teacher education.
This article seeks to address often overlooked cultural assumptions embedded within neoliber-alis... more This article seeks to address often overlooked cultural assumptions embedded within neoliber-alism; specifically, the researchers explore what ecofeminist Val Plumwood describes as centric thinking, leading to a logic of domination. The authors argue that social justice educators and activists who are committed to critiquing neoliberalism must take into consideration the ways in which a logic of domination undergirds the unjust and destructive social and economic ideologies and policies that constitute neoliberalism. The authors examine and share pedagogical moments from experiences in teacher education seeking to: (a) challenge and disrupt dualistic thinking; (b) interrupt perceptions of hegemonic normalcy—referring to a socio-cultural process by which actions, behaviors, and diverse ways of interpreting the world are perceived by dominant society as " fitting in " and being socially acceptable; and, (c) contest false notions of independence—the degree to which an individual is perceived as able to meet their social and economic responsibilities on their own—as measures of success in schools and society. The authors detail how they work with(in) teacher education programs to introduce how an ecocritical approach, drawing from ecofeminist frameworks, identifies and examines the impacts of neoliberal policies and practices dominated by " free " market ideology. The authors assert that educators, especially teacher educators, can challenge harmful discourses that support the problematic neoliberal understandings about independence that inform Western cultural norms and assumptions. Concluding, the authors share a conceptualization for (un)learning the exploitation inextricable from the policies and practices of neoliberalism.
In this chapter we discuss a case study from Detroit, Michigan, that highlights what educators ca... more In this chapter we discuss a case study from Detroit, Michigan, that highlights what educators can learn from community efforts to address food insecurity. Advocating that educators and policy makers rethink how they recognize and come to understand food enclosures—socio-political and economic arrangements that limit access to the production, preparation, and consumption of local, healthy, and culturally relevant food—the chapter emphasizes the importance of working together to learn from and with food movements.
This special issue seeks manuscripts focused on addressing how 21st century challenges that emerg... more This special issue seeks manuscripts focused on addressing how 21st century challenges that emerge from the complex intersections of social justice and sustainability are addressed through public scholarship influencing and being enacted in teacher education. As critical educators have been arguing for decades, teacher educators as public intellectuals can, and arguably must, be activists-scholars (Collins 2012; Giroux 2004; Giroux et al. 1986). The editors of this special issue maintain that scholar-activist educators must acknowledge and reject all forms of domination and injustice against both humans and nonhumans, recognizing that these injustices are mutually reinforcing. Such a position necessitates the examination of how a cultural logic of domination (Warren, 2000) undergirds the unjust and destructive social and economic ideologies and policies that constitute schooling and thus teacher education. Consequently, we believe it is essential for teacher educators to consider how anthropocentric assumptions and actions work to limit education as a transformative practice in relationship to addressing social justice and sustainability. Western industrial notions of human-centered progress exist in K-12 curriculum and in Colleges of Education, and this special issue seeks diverse critical perspectives from those situated within teacher education programs. Specifically, the editors solicit manuscripts that reflect insights from teacher educators who are working to challenge and shift cultural logics that support domination and injustice, logics that are often pervasive in Western industrial schooling.
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