This article examines the Canadian Language Benchmarks (Pawlikowska-Smith, 2000; Hajer and Kaskens 2012) within the context of national second language programming. I argue that students and teachers can view such documents as hidden curriculum with which they can engage as complicated conversations (Pinar, 2012). ; Cet article examine les niveaux de compétence linguistique canadiens (Pawlikowska-Smith, 2000; Hajer et Kaskens 2012) dans le contexte des programmes nationaux d'apprentissage d'une langue seconde. Je soutiensque les étudiants et les enseignants peuvent considérer de tels outils comme un programme caché grâce auquel ils peuvent s'engager dans des conversations compliquées (Pinar, 2012).
Abstract Citizenship and citizenship education have been traditionally bounded to either a geographically bound nation-state or a historically shared culture. In this article we argue that it is no longer enough to explore the complexity of what we term becoming-citizen in today's information-based society where multiple national and cultural connections and affiliations are a mouse click away. We make the case for the importance of understanding how developing literacies affect how citizenship is transformed in pedagogical settings, particularly in terms of how Information and Communication technologies (ICT), the curriculum and teaching intersect and affect each other as complex systems. To do this, we use Deleuze and Guattari's concept of agencement and Multiple Literacies Theory (MLT) to map how citizenship emerges in a group of young newcomer students' texts (broadly defined) as filmed with pocket size digital video cameras. The research reported here comprises part of a three-year research project on the interrelationships between citizenship, technology and pop culture in a French secondary inner-city Ottawa schools. We begin with an outline of the concepts of agencement and MLT. We then briefly summarize the current literature on citizenship education before proceeding to an account of how our research has been guided by rhizoanalysis. We then proceed to three vignettes associated with the curriculum used in the particular school under study and two video clips shot by two newcomer students. We conclude with a discussion of the implications of our study in terms of theory and practice.
High rates of unintended pregnancy and of HIV and other sexually transmitted infections prompt calls for use of "dual‐protection" strategies, including consistent condom use or dual‐method use. This study examines the use of dual‐protection strategies in a sample of 15–49‐year‐old men and women in Botswana in 2003. Half of sexually active respondents reported consistent condom use in the past year; 2.5 percent reported dual‐method use. Multiple logistic regression analyses showed that urban residence, less than a ten‐year age difference between partners, discussing HIV and contraception with one's partner, not intending to have a child in the next year, having no children, being in a relationship where one or both partners have additional concurrent partners, and supportive condom norms were associated with dual protection—that is, with consistent condom or dual‐method use. In the context of high HIV prevalence, concerns about disease prevention likely influence contraception, and interventions should address childbearing desires and sexual risk simultaneously.
