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The study focuses on the introduction of a health education curriculum in Cyprus’ public schools. The curriculum’s implementation is looked at as a project of modernization and is examined ethnographically in two primary schools in the Republic of Cyprus over a period of three years. Utilizing theories and methods from Science and Technology Studies and Global Ethnography, the study examines the entanglements of Science with Culture and of Tradition with Modernity as experts, teachers, parents and children encounter the new health education curriculum. Health education is compared to a project of biological citizenship and the curriculum is seen as an actant attempting to form a personal obligation towards health by promoting “common sense” knowledge and privileging “modern” individuals.
In this paper, I examine how maternal myths are deployed in popular development literature. Using critical discourse analysis and working within a feminist postcolonial framework I analyse five texts produced by development organizations for popular consumption. I identify how maternal myths are constructed in each text and conduct a contextual analysis of four myths to identify their ideological significance within the development sector. I conclude that that in their construction of maternal myths, these texts, while intended to elicit support for gender and development interventions, reinforce exploitative gender roles and relations and limit women’s experiences of development.