No abstract

This article considers the following questions: How does good teaching build a knowledge of gender identity into its practice? How do we begin the slow process of creating a different ethos regarding masculinity? What are the mechanisms through which a new pedagogy of masculinity can operate? As two scholars teaching masculinity in separate public university spaces—one in a gender studies department at a research I school and the other in elementary education at a regional school—the authors address the ways in which masculinity is understood in their respective pedagogical situations. In so doing, the authors contend that the active construction of gender, masculinity in particular, can be integrated in and through a pedagogy emphasizing plurality and inclusivity that integrates principles of feminist pedagogy and gender justice.

No abstract

No abstract

With service user led training becoming more popular in the training of mental health workers, little attention seems to have been paid to how the trainers themselves experience this and the effect it has on them. Here Shaun Johnson, who has worked as the facilitator of a service user led training organisation and is a service user trainer himself, gives an overview of the issues and difficulties faced by service user trainers and how their lives could be made so much easier if unintentionally created problems could be avoided.