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Sex Goes to School
When seeking approaches for sex education, few look to the past for guidance. But Susan K. Freeman's investigation of the classrooms of the 1940s and 1950s offers numerous insights into the potential for sex education to address adolescent challenges, particularly for girls. From rural Toms River, New Jersey, to urban San Diego and many places in between, the use of discussion-based classes fostered an environment that focused less on strictly biological matters of human reproduction and more on the social dimensions of the gendered and sexual worlds that the students inhabited. _x000B__x000B_Although the classes reinforced normative heterosexual gender roles that could prove repressive, the discussion-based approach also emphasized a potentially liberating sense of personal choice and responsibility in young women's relationship decisions. In addition to the biological and psychological underpinnings of normative sexuality, teachers presented girls' sex lives and gendered behavior as critical to the success of American families and, by extension, the entire way of life of American democracy. The approaches of teachers and students were sometimes predictable and other times surprising, yet almost wholly without controversy in the two decades before the so-called Sexual Revolution of the 1960s. Sex Goes to School illuminates the tensions between and among adults and youth attempting to make sense of sex in a society that was then, as much as today, both sex-phobic and sex-saturated.
eBook
Dirty Words
Dirty Words: The Rhetoric of Public Sex Education, 1870-1924, details the approaches and outcomes of sex-education initiatives in the Progressive Era. In analyzing the rhetorical strategies of sex-education advocates, Robin E. Jensen engages with rich sources such as lectures, books, movies, and posters that were often shaped by female health advocates and instructors. Her narrative demonstrates how women were both leaders and innovators in early U.S. sex-education movements, striving to provide education to underserved populations of women, minorities, and the working class. Investigating the communicative and rhetorical practices surrounding the emergence of public sex education in the United States, Jensen shows how women in particular struggled for a platform to create and circulate arguments concerning this controversial issue. _x000B__x000B_The book also provides insight into overlooked discourses about public sex education by analyzing a previously understudied campaign targeted at African American men in the 1920s, offering theoretical categorizations of discursive strategies that citizens have used to discuss sex education over time, and laying out implications for health communicators and sexual educators in the present day.
eBook
Music education in the Middle ages and the Renaissance
What were the methods and educational philosophies of music teachers in
the Middle Ages and the Renaissance? What did students study? What were the
motivations of teacher and student? Contributors to this volume address these topics
and other -- including gender, social status, and the role of the Church -- to
better understand the identities of music teachers and students from 650 to 1650 in
Western Europe. This volume provides an expansive view of the beginnings of music
pedagogy, and shows how the act of learning was embedded in the broader context of
the early Western art music tradition.
eBook
Learning about history in immersive virtual reality
A relatively new technology being used to deliver academic lessons is immersive virtual reality (IVR). This study examined whether IVR is a more effective instructional medium than other multimedia, such as a video on a computer monitor. Additionally, this study explored the underlying affective and cognitive mechanisms of learning in an immersive environment. Participants viewed a history lesson in IVR or a 3D interactive video display on a desktop monitor. The results showed that participants who viewed the video lesson outperformed those who viewed the IVR lesson on transfer tests. The IVR lesson caused higher emotional arousal based on self-report and heart rate measures, and lower cognitive engagement based on electroencephalogram (EEG) measures. The results suggest that immersive environments may create excessive positive emotions, which distract form the necessary cognitive processing during the lesson, thereby harming performance on subsequent tests of learning outcomes.
Journal Article