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This research examines whether non-school literacies can be used to teach school content. Debates around this question have hinged on two arguments: (1) that the structure of school literacy is not compatible with the structure of non-school literacies and (2) that literacies are so hybrid that their use across different domains is not an issue. Spatial theory offers a new perspective on the question. Lefebvre explains social life as structured practice and heterogeneous experience in relation to representations of knowledge. Using this framework, qualitative data were collected in an after-school programme and a seventh-grade science classroom. One focal student, his teachers and peers were observed in each place. Analysis involved spatial description and explanation of the two literacy spaces. Findings suggest that debates about bridging school and non-school literacies focus on practice, with little explanation of the forces of representation that impose particular orders to practice. [ABSTRACT FROM AUTHOR]

Seeks to understand the standardization processes involved in the writing done by a class of seventh grade students. Standardizing forces involved in bringing cohesion and unity to diverse ideas; Overview of the Building Project; Factors involved in the Building Project; Theoretical framework of standardization.

Examines constructivism in a middle school classroom project which involves a variety of literacy practices. Information on radical pedagogy; Levels of analysis in order to understand constructivism; Categories of constructivism during the project.

Background: Postpartum hemorrhage (PPH) is the leading cause of maternal death in Tanzania. The Every Second Matters for Mothers and Babies- Uterine Balloon Tamponade (ESM-UBT) device was developed to address this problem in women with atonic uterus. The objective of this study was to understand the barriers and facilitators to optimal use of the device, in Dar es Salaam Tanzania 1 year after implementation.Methods: Semi-structured interviews of skilled-birth attendants were conducted between May and July 2017. Interviews were recorded, coded and analyzed for emergent themes.Results: Among the participants, overall there was a positive perception of the ESM-UBT device. More than half of participants reported the device was readily available and more than 1/3 described ease and success with initial use. Barriers included fear and lack of refresher training. Finally, participants expressed a need for training and device availability at peripheral hospitals.Conclusion: The implementation and progression to optimal use of the ESM-UBT device in Tanzania is quite complex. Ease of use and the prospect of saving a life/preserving fertility strongly promoted use while fear and lack of high-level buy-in hindered utilization of the device. A thorough understanding and investigation of these facilitators and barriers are required to increase uptake of the ESM-UBT device. [ABSTRACT FROM AUTHOR]