In this article, Leswin Laubscher and Susan Powell explore their experiences as professors who teach about difference and are themselves considered "different" or "other." The authors describe how society and their students perceive them, and illustrate the unique pedagogical opportunities that their course offers them and their primarily White, able-bodied, and socioeconomically advantaged students to struggle not only with the theory, but also with the experience, of "difference." The authors proceed from the premise that the professor marked by difference, and who teaches about that difference, is not just teaching an academic course but is also articulating his or her life experience and self. The authors emphasize how difference is embodied in the classroom, how students respond to this difference, and the costs and benefits to educators marked as other who strive to facilitate students' self-exploration, growth, and commitment to social justice.
Paarl, a large South African town, has experienced a dramatic increase in suicide among young, professional Coloured men during the period 1990 to 2000. Interviews were conducted with surviving family members and friends, and subjected to a qualitative, interpretative analysis. Theoretically and methodologically, cultural psychology is presented as a critical alternative to mainstream academic literature on suicide within psychology and sociology. Hence, the suicides of the young men are read as a cultural phenomenon within a particular post-Apartheid context. Cultural certitude and identity are presented as organising dialectic and phenomenological hermeneutic.
This paper investigates the ways in which students' home schoolzcurrently respond to their participation in university summer programs and the efect ofprogram accreditation on their responses.We also studied the factors that aflect schoolr'policies toward summer coursework. Specil;alb we compared the actions of schook for students who completed coursework in a $st paced, accelerated summer program in 1992, bfore accreditation by the North Central Association of Colleges and Schoolz, to those actions in 1994 afier accreditation. Responses that were analyud included (a) giving course credit; ( S) appropriate placement within the content area; and (c)pLzcement in a specialprogram. It was found that there was a signijkant increascfiom 1992 to 1994 in the number of students whose schoolz took one or more of these actions, mostly due to increases in the awarding of high school credit. An increase in credit given for required rather than elective courses andgreater amounts of credit awarded were observed ajer accreditation. W e also found that most schools do not have policies against awarding credit for outside coursework and that factors thatfacilitate credit include notice of the childi intent to take a summer course and petitions by parentsfor recognition of the course credit. The nature of the outsidc institution and the qualifications of the instructor were not important factors in schooli decisions a bout awarding credit for summer coursework.
Recent psychological theory and research about African American men are overwhelmingly cast in crisis terms. Within such theory and research, the experimental mainstream and Afrocentric psychology seem diametrically opposed to each other with respect to causes and reasons for the crisis as well as strategies for intervention and remediation. The author argues that, such surface differences notwithstanding, both proceed from an unquestioned assumption of an essentialized, endangered, and embattled African American masculinity, the consequence of an epistemological similarity that is deeply implicated in the representational politics and discursive construction of African American men. In response, theau-thor presents an outline of a discursive and cultural psychological alternative to studying and understanding African American men.
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