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We synthesize the tools of Critical Discourse Analysis and Anti-Racist Pedagogy to define and exemplify Critical AntiRacist Discourse Analysis (CARDA) as a tool for addressing expressions of systemic racism in institutional policy. We then demonstrate CARDA with the example of a university course syllabus, which represents an institutional policy text negotiated between an individual and an institution. Findings indicate how CARDA can be used to uncover unconscious and implicit racism and amplify antiracism in a syllabus. Implications include areas in which to expand CARDA as a tool for pursuing antiracist policy and pedagogy in multiple educational and other contexts. [ABSTRACT FROM AUTHOR]

Current educational policy promulgates what Freire has deemed the banking model of education in that it expects students to gain knowledge that can be measured through standardized tests. In critical pedagogy, though, we hope that our students will be active participants in learning and producers of knowledge. However, sparse empirical literature explores whether adolescents adopt new ways of speaking about learning and knowledge after immersion in a critical pedagogy. This study investigates through discourse analysis how high school students describe knowledge and learning after experiencing critical pedagogy across all of their classes in their ninth and tenth grade years. After notable features of the students' discourse were identified, the discourse was sorted into McLaren's (2007) three types of knowledge: technical, practical, and emancipatory/critical. Findings show that most students used the discourse of practical knowledge but fell short of the knowledge and learning characteristics that we might imagine students immersed in critical pedagogy would develop. [ABSTRACT FROM AUTHOR]

Vocationally based higher education programmes are meant to prepare people for employment in their chosen fields of study. In nursing, historically, employment after qualifying has been almost assured, with sufficient vacancies available for newly qualified nurses. Recently, however, for a number of reasons, primarily related to economic conditions, it is more difficult for newly qualified nurses to gain employment when they have finished their university programmes. One university has recognised this problem and has provided full-day programmes, known as "Enhanced Employability Events", for newly qualified nurses to enable them to further develop the skills required to apply for posts, improve their interview technique and succeed at additional tests and activities related to gaining employment as nurses. This article presents the findings of an evaluative research study into these employability events in terms of which aspects of the events were most valued by participants, and into the outcome of attending these events in terms of success at gaining employment. The article is relevant to the work of all teachers who are involved in preparing students from any vocational programme of study for employment in their field. (Contains 2 tables.)

Maya murals depicting scenes of courtly life are well known from sites such as Bonampak; far less common are scenes depicting life outside the royal sphere. Recent excavations at Xultun in Guatemala have revealed well-preserved murals in a domestic context that offer a fresh perpective on life in the Maya court, that of the priests, scribes and artists who attended the royal governor. Here, the authors decode the images to reveal the lives and activities of those who planned, performed and recorded official events in Classic-period Xultun. One of only two well-preserved examples of eastern Maya lowland wall painting from the Late Classic period, this rare display of master craftsmanship outside of the royal court sheds new light on the lives of those who produced it. Keywords: Guatemala, Xultun, Maya, Classic period, murals, emblem glyph, royal image, scribal priests, figurative wall art, taaj, Introduction Xultun, in Peten, Guatemala, is a Classic-period Maya city, with political and institutional roots in the Preclassic period (400 BC-AD 200); ceramic evidence pushes its earliest occupation back as [...]

The article presents the discussion on roles in the bullying process. Topics include rise of social media and smartphone access providing increased avenues for bullying and cyberbullying being recognized as a primary form of contemporary bullying in adolescence; and identifying three traditional modes of bullying such as physical aggression, verbal taunting, and relational aggression.

Large material accumulations from single events found in the archaeological record are frequently defined as evidence of ritual. They are interpreted as generalized deposit categories that imply rather than infer human motivations. While useful in the initial collection of data, these categories can, over time, become interpretations in and of themselves. The emic motivations behind the formation process of 'ritual deposits' ought to be considered using a relational ontology as an approach to understanding how past populations interacted with non-human actors, such as structures and natural features on the landscape. The present study evaluates the assembly and possible function of a dense deposit of artifacts recovered from a Classic period sweat bath at Xultun, Guatemala. Analyses of the various artifact types and human remains in the deposit in relation to what is known of the social history of the sweat bath itself illustrate ontological relationships among offered materials as well as between the offering and the personified place in which it was recovered. We observe that with a better understanding of place, it is possible to evaluate the ritual logic in Classic Maya material negotiations. [ABSTRACT FROM AUTHOR]

The article offers information helping students listen to and thereby understand other people's truths. Topics discussed include that part of responsibility as English teachers is to help students learn how to use their voices; and discusses the real challenge of democracy which is in learning to listen to each other's stories despite the ways that they are different from their own; and highlights the teaching of students how personal stories differ from other genres.