Search

Tradwives have been the thorn in feminism’s side ever since they exploded onto the social media landscape in 2013, attracting considerable media attention post-COVID. With their growing popularity in the online influencer space, the movement has been a critical focus of feminist academic discourse, given their promotion of ‘traditional’ values. Adopting a black feminist lens, this article traces the construction of the tradwife as anti-feminist populism and given the complexity of defining tradwives, offers a typology to better understand sub-types of content creators. Three clear sub-types of tradwives are identified: 1) the nostalgic tradwife, 2) the former feminist and finally 3) the Southern Belle. It also examines the unassuming hyperfeminine aesthetic within the tradwife persona that allows tradculture to perpetuate alt-right ideology to an everyday audience. This article argues that some tradwives bury their heads in the sand by failing to consider how nostalgic constructions of ‘traditional’ femininity reproduce colonialist discourses, as well as modes of oppression through gendered, ethnic and class lines. [ABSTRACT FROM AUTHOR]

Abstract Trigger warnings have been at the heart of a heated debate within academic circles since they burst into higher education in 2013. Using an intersectional feminist disability studies pedagogy, this article traces the ableist assumptions underscoring anti-trigger warning concerns around avoidance, coddling of students, and “overcoming” impairment language. It also examines the misconstructions in anti-trigger warning arguments centered on academic freedom, and agency, mapping out ambiguous trigger warning definitions. I argue that trigger warnings are vital accommodations necessary for creating inclusive academic spaces for trauma-affected students and students with disabilities to prepare themselves to engage with distressing materials. Academics must heed caution in distinguishing between discomfort and emotional harm to avoid devaluing the lived experiences of trauma-affected students. [ABSTRACT FROM AUTHOR]

In this article, we report the action research that shaped the development of the Growing Career Educators project, a teacher-designed field experience for preservice teachers within a high school in the fifth-largest school district in the country. The research consisted of two cycles of action research, both of which focused on whether a community of practice was established in the 1st year of the project, in addition to how the vision for the project was implemented in practice. Analysis of the project handbook, data based on focus group and individual interviews, and field notes demonstrated that a community of practice was created in one cycle but not the other. While the teacher mentors and the university supervisor shared a vision for the project, the interns did not fully realize that vision in practice. Findings suggest that facilitating a community during field experiences needs to be intentional and focused on collaboration between school- and university-based teacher educators. (Contains 1 note.)

Recent debates regarding same-sex marriage and gay and lesbian adoption highlight the role of schools as sociopolitical institutions. Accordingly, teachers operating within social norms have considerable influence through their interactions with students and their families. Previous research points to lesbian, gay, bisexual, and transgender (LGBT) parents' frustrations with their children's schools, particularly as teachers resist representing LGBT families within curricula and fail to intervene when homophobic comments are made. Yet teachers' capacity to embrace diverse family structures while adhering to cultural expectations for teachers remains unexplored. This study, rooted in queer theory, explores the social norms teachers name for parenting in school settings and the way teachers position LGBT parents within these norms. Findings point to social norms for teachers and parents which indicate that teachers operate within heteronormative frameworks. They consider heterosexuality to be normal, while positioning LGBT identities as deviant. This is troubling given documented connections between teacher attitudes and parental involvement and between parental involvement and student achievement. Unchecked, heteronormative practices may result in inequitable school experiences for LGBT parents and their children. Teacher education must minimize heteronormativity through equipping teachers to attend to their own notions and assumptions regarding the intersection of parenting and sexual orientation. (Contains 1 table.)

Albeit growing in number, lesbian mothers and their children remain a statistical minority in schools. Lesbian mothers in this study described their families as "normal" or "just like any other family." From the perspective of queer theory, normal is a socially constructed and insidious concept. This study analyzes both the strategies participants used to be recognized as normal in their children's schools and the reasons such recognition was perceived to be important by participants.

Background: Amyotrophic lateral sclerosis (ALS) is a progressive and fatal neuromuscular disease with no curative therapies. Edaravone (Radicava®) (Mitsubishi Tanabe Pharma Corporation, Tokyo, Japan), approved in the United States (US) for ALS in adults in 2017, was shown in a clinical trial to slow the rate of physical functional decline in ALS and is administered intravenously. The aim of this paper is to summarize the observed safety profile from real-world patient use during the first 3 years of edaravone availability in the US. Methods: Edaravone usage data were collected, and adverse events (AEs) were identified from a postmarketing safety database from August 8, 2017 through August 7, 2020 (cutoff date). Results: As of October 3, 2020, 5207 ALS patients had been treated with edaravone. As of August 7, 2020, the most commonly reported AEs included death (not specified), drug ineffective, disease progression, therapeutic response unexpected, fall, asthenia, fatigue, muscular weakness, gait disturbance, and dyspnea. The most commonly reported serious AEs (SAEs) included death (not specified), pneumonia, disease progression, ALS, fall, dyspnea, respiratory failure, device-related infection, hospitalization, and injection-site infection. There were 687 deaths, with 494 reported as death without specifying the cause. Deaths were most commonly attributed to ALS, disease progression, respiratory failure, or pneumonia. Review for administration-site reactions revealed 95 AEs, including 34 site infections, with 22 SAEs (all non-fatal). Five non-fatal SAEs of anaphylaxis were reported. Conclusion: In the postmarketing reporting to date, no new safety signals were identified beyond those already known from the edaravone clinical trial program. [ABSTRACT FROM AUTHOR]

Increased diversity within student populations has led to concerns for meeting the needs of all learners. Traditionally, education has defined diversity in terms of students' ethnicity, language, and academic abilities. In today's environment, however, multicultural efforts fall short if they do not also include sexual orientation and family structure within notions of diversity. In this article, the author describes a study which she conducted to learn more about the nature of interactions between lesbian mothers and their children's schools and teachers. Participants consisted of 12 mothers whose children ranged in age from 10 months to 21 years. Interviews centered on mothers' best and worst experiences with their children's schools. Participants' interactions with teachers varied from noticeably hostile to overwhelmingly accepting. They identified desired and negative qualities within teachers and offered suggestions.

Background and Purpose New applications of research are being utilized in the field of rehabilitation for patients who have experienced a stroke or traumatic brain injury. These new applications use [...]

Evidence-based practice (EBP) is a problem-solving approach utilizing the best available information to support clinical decisions. The cardiovascular literature sufficiently supports the adoption of EBP to reduce practice variations and improve patient outcomes. However, the ability to appraise evidence and determine the best ways to implement evidence into practice remains a challenge for most clinicians and administrators. Our discussion assesses the quality of evidence and the benefits of evidence-based approaches to care, but also frames the distinctions among research-based, evidence-based, and best practice. Organizational infrastructure is key to developing EBP approaches and sustaining high quality of care. [ABSTRACT FROM AUTHOR]