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1.
The purpose of this paper is to understand historically and contextually the well-being and agency of selected female teachers in Turkey. The paper develops a justice model based on the capability approach to build on the relation between freedom and equality, and to take gender and cultural diversity as a key element. The research draws on results from in-depth biographical narratives of 15 participants from west Turkey, examining the real freedoms and opportunities of three different generations of female teachers through constructing a gendered look into women's lives. The study begins by developing a framework linking women's opportunities and freedoms drawing its normative compass from Martha Nussbaum's capabilities approach. It explores how female teachers’ well-being can be understood in relation to key capabilities that individuals, communities and society have reason to value and how these capabilities and functionings can be expanded or constrained. The paper argues for the significance of thinking about capabilities in the professional lives of teachers who work for social change. Through a historical and generational sequence, it captures the egalitarian aspects of the capability approach, and strengthens its emphasis on freedoms of women. The findings of this enquiry indicate that there are persistent economic, cultural, ethnical, structural and gendered inequalities in women's lives, but that women also have agency to bring changes in their lives and through their teaching. 相似文献
2.
Lucy Avraamidou 《科学教学研究杂志》2022,59(1):58-94
Framed within intersectionality, this multiple case study explores women's participation in physics through the construct of physics identity and with a focus on recognition. The study is drawn upon an empirical life-history exploration of three women: a native to Northwestern Europe, late-career white woman and two immigrant women to Northwestern Europe, one is an undergraduate student of color, and the other, an early career Muslim woman. The data for this study were collected through multiple, semistructured, interviews in a period of 2 years, which were analyzed using a constant comparative method. Collectively, the three life-histories tell stories of otherness, persistence, hope, and failure and they elucidate the kinds of identities that are deemed “in-place” and “out-of-place” in physics. They showcase how the three women authored multiple identities that simply co-existed for them, while for others were seen as conflicting and caused misrecognition. The findings point to four main insights: (a) recognition is neither linear nor binary and it comes in many different forms that range from explicit encouragement to no opposition; (b) it is drawn upon various sources including ones in the early years of life: family, school teachers, university instructor, students, and social community; (c) it is culture-dependent and as such, it is influenced by factors on multiple levels, including cultural and gender stereotypes, organizational policies, racism, sexism, classicism, and other forms of discrimination. The implications of these findings speak to the need for: (a) systemic programs on how women are recognized by others and which seek to widen and diversify physics environments from the school level to the professional level; (b) research exploration of the politics of recognition and how they perpetuate the underrepresentation of women in physics; and, (c) disrupting monolithic theorizations of recognition and adopting intersectional approaches to exploring physics identity that value women's personal histories, subjectivities, and positionalities. 相似文献
3.
As important decisions are being made with regard to educational legislation, policy and provision for children with special educational needs (SEN), it is critical that the views of these key stakeholders are heard and considered. This article reports the perspectives of 38 children and young people with special educational needs on their schooling which formed part of a national review of the role of special schools and special classes in Ireland. Findings from the focus groups and individual interviews point to more favourable support for learning and social issues in special schools and special classes than in mainstream classes. Friendship is a recurrent theme in students' accounts and appears to mediate their enjoyment of school. The implications are considered with reference to research, policy and practice and the authors conclude that educators and policy makers should provide increased opportunities for students to play an active part in matters affecting them. 相似文献
4.
Jayne E. Stake 《Gender and education》2006,18(2):199-212
Women's and gender studies (WGS) classes and programmes have been developed on many university and college campuses around the world. Despite some success in the establishment of WGS in higher education, WGS has been the target of significant criticism. Detractors of WGS have charged that WGS is intellectually frivolous and that WGS teachers focus excessively on students' personal thoughts and experiences, are intolerant of differing opinions, present a narrow political ideology and, in many cases, cause distress to students. In contrast, WGS pedagogists have emphasized the importance of allowing students to express their thoughts and opinions and of developing open‐mindedness and scholarly, critical thinking. Further, they have asserted that WGS courses promote important educational goals, including increased awareness of sexism and other social inequities, more egalitarian attitudes toward women and other traditionally oppressed groups, and active community involvement to promote social equality. This review considers the empirical evidence for these competing opinions of the value and impact of WGS. 相似文献
5.
It is nearly 30 years since Mary Warnock's Report of the Committee of Enquiry into the Education of Handicapped Children and Young People introduced the phrase ‘special educational needs’ into the UK education system. In this article, Katherine Runswick‐Cole, Research Associate at Manchester Metropolitan University, and Nick Hodge, Principal Lecturer in Research Development at Sheffield Hallam University, argue for the abandonment of the ‘special needs’ discourse, claiming that it has, in fact, led to exclusionary practices within education. Building on the work of early years educators in Reggio Emilia schools in Northern Italy, the authors advocate for the adoption of the phrase ‘educational rights’ and suggest that the positive impact of such a linguistic turn would be significant for the lives of young people currently described as having ‘special educational needs’ and for children's rights. 相似文献
6.
In this study of the meanings of education and learning in people's lives, educational generations in Finland were investigated. The analysis is based on Karl Mannheim's concept and theory of social generation. This approach resulted in the differentiation of four educational cohorts living in contemporary Finnish society, three of which provided distinct core life experiences and educational experiences for analysis. These are: the war generation with scant education (born before 1935); the generation of structural change with growing educational opportunities (born 1936–55) and the welfare generation with many educational choices (born after 1955). This article, reviews the characteristics of these generations, and analyses the dynamics of their educational courses and experiences. It is concluded that their core experiences of education can be summarized in two basic narratives: the narrative of national culture and that of economic structural change. Finally, it is argued that such generational change reflects the more general rationalization of Western culture and society. Based on this argumentation, the future of adult education based on the application of Weberian social theory and its conceptions of material and formal rationality are considered. 相似文献
7.
The educational challenges girls face are often explained by economics. However, gender norms and identities, constructed historically but subject to change, also play a crucial role. In Kenya, little attention has been paid to the negative social constructions that keep girls from attaining the education they want. This article analyses the role of social construction among girls who are in and out of two secondary schools in Nairobi province, Kenya. Data were obtained from interviews with adolescent girls attending the schools, female dropouts previously affiliated with those two schools, and teachers at the schools. All the challenges that girls faced in attempting to secure secondary education were linked to social construction; they were deeply rooted in gender roles as defined by the cultural context and reinforced by socialisation. Based on the results, the authors hold that women must lead community efforts toward changes that will enhance their daughters’ educational opportunities. 相似文献
8.
Michelle Glowacki-Dudka Jennifer Murray Judith I. Gray Susan Johnson 《International Journal of Lifelong Education》2016,35(6):682-697
This article shares examples of how leadership opportunities, self-directedness, self-efficacy and self-determination developed in professional women who have been recognised as leaders. This study presents six women honoured as ‘Women of Achievement’. Through narrative interviews, each woman described aspects of her life that guided decision-making and her approach to various life situations. Using the narrative examples provided, one may be able to see themes or strategies for working with other learners to enhance their own leadership. Findings included: growth and development as leaders within their own environments and through interactions with people who mentored or influenced them; openness to opportunities presented to them; the effect that time, place and culture contributed to the goals and tasks that these women undertook. While they were bound by social constraints concerning gender, race and class, each found a way to adapt within those environments and make changes for the better through their contributions. Consistently, these women realised their actions made a difference. Implications for further research include: enhancing self-directedness, self-efficacy and self-determination in women; expanding the definition of leadership; and understanding the motivation for engaging in leadership opportunities. Through this and other research, we seek to expand women’s roles and participation as leaders. 相似文献
9.
Gillean McCluskey Sheila Riddell Elisabet Weedon 《International Journal of Inclusive Education》2015,19(6):595-607
This paper examines findings from a recent study in Wales of school exclusion and alternative educational provision. Many, but not all, children in alternative provision have been excluded from school. The most recent statistics reveal that nearly 90% of pupils in alternative provision have special educational needs, nearly 70% are entitled to free school meals (free school meal entitlement is often used as a proxy indicator for poverty in the UK) and three quarters are boys (Welsh Government. 2012a. Pupils Educated Other than at School, 2011/12. Cardiff: Welsh Government). The paper focuses on analysis of findings about young people's experiences of exclusion and alternative provision, and how these experiences may be contextualised within a discussion of children's rights. This analysis suggests that young people's experience is highly variable; that inappropriate curricula are still common, pastoral support uneven and that few opportunities exist for success or re-integration. In the most disturbing examples, young people were found to have experienced physical restraint and the use of isolation as punishment. The paper concludes, therefore, with a proposal for change aimed at ensuring that children's rights are placed at the heart of educational experience in practice as well as policy. 相似文献
10.
This article explores gender, social class and ethnic issues in parental involvement in students' choices of higher education. It draws upon interviews with students and their parents, who were a small group of an Economic and Social Research Council-funded study of students' higher education choice processes in the UK. Gender was highly significant in several respects, illustrating changes in higher education over the last 20 years, whereby more women than men now enter higher education. Most of the interviewees were female. They were mothers and daughters who were thinking about higher education. The article explores first how gender is inflected in choice processes--from whether students choose to involve their parents in the study, to their parents' characteristics, to the forms of involvement revealed. Different facets of involvement are considered--interest, influence and support, investment and intrusion. Secondly, the article provides illustrations of girls' collaborative approaches to the choice processes, in which some of their mothers also engage. This is contrasted with boys' perspectives and those of fathers who were interviewed. This illustrates how gender is woven through social networks across the generations. Parental involvement varied in terms of gender, educational and social backgrounds, or notions of 'institutional' and 'familial habitus'. Finally, the authors reflect upon why gender is salient in how young people and their parents think about their involvement in choosing universities and relate this to changes in higher education policies and practices. 相似文献
11.
This study investigates the managerial career development of two Arab women, pioneer principals within the Arab education system in Israel. Using in-depth interviews relating to the characteristics of the different stages leading up to and within their careers as school principals (childhood and academic studies; the struggle to achieve the position; and the period in their position as principal), the study reveals the characteristics and evolution of their managerial style. The research findings indicate that these are two highly motivated women who dared to swim against the tide from an early age and achieved their positions, albeit with the support of their families, but not without serious battles. As the first women principals in their communities they continue to develop, while coping with the norms of Arab patriarchal society, where they need to prove that, despite their gender and the associated expectations, they are effective leaders. This necessitated their initial adoption of an authoritarian administrative style, which they eventually adapt into a more empathetic style. The study contributes to the study of female management styles by showing the evolution of the two women's management styles within the context of their traditional society, thereby questioning previous studies that see women's management styles as a static phenomenon. 相似文献
12.
HIV/AIDS can no longer be regarded solely as a public health issue as its impact extends well into all spheres of life, sectors of society and levels of the education system. This paper argues that not only is it paramount to draw on children's understanding of the impact of AIDS on their lives, but it is equally important to draw on their solutions in order to foster their agency. Using the ‘draw and write’ methods, this research explores children's perception of the impact of HIV/AIDS and their understanding of the capabilities needed in order for them to become active change agents. The findings indicate that short-term intervention programmes are insufficient in curbing the HIV trends and in mitigating its impact. The authors argue that there is now a paramount need to re-evaluate the role and goal of education to allow it to serve as a prophylaxis for HIV/AIDS. 相似文献
13.
《Africa Education Review》2013,10(1):80-95
Abstract Education is the basic tool for empowering women, and this is particularly striking among women from deprived economic and social backgrounds. Narratives of women's lives indicate different statuses of self-development, which are further complicated by issues of race, class and socioeconomic position. This paper presents the stories of four black midlife women with a view to examining how women from a background of extreme deprivation construct and give meaning to the story of their educational history and its contribution to their self-identity. Data was collected through written life histories and interviews and analysed according to two narrative models. The findings illustrate how the women made sense of trauma and difficult life transitions, describe their ultimate empowerment through educational and professional achievement, and illustrate the use and value of narrative enquiry in research in education. 相似文献
14.
Incorporating controversial issues into pre-service teacher education provides teacher candidates with opportunities not only to gain effective civic competence but also to develop skills and experience in their teaching of controversial issues. The purpose of this study was to ascertain social studies teacher candidates' views on the controversial issues involved in their courses in Turkey. The study was based on semi-structured interviews with 15 teacher candidates. It was found that controversial issues were not sufficiently included in teacher candidates' courses and that teacher candidates have difficulty in discussing critical issues in class. This study also introduced the idea that teacher candidates experiencing controversial issues in pre-service teacher education can gain positive attitudes towards teaching such issues in their professional lives and can form their own teaching strategies. Teacher candidates came to believe that good teachers should include controversial issues related to the course content and both teachers and teacher candidates should prepare for their discussion phase. 相似文献
15.
Morteza Dehghani Megan Bang Douglas Medin Ananda Marin Erin Leddon Sandra Waxman 《International Journal of Science Education》2013,35(13):2133-2151
An examination of artifacts provides insights into the goals, practices, and orientations of the persons and cultures who created them. Here, we analyze storybook texts, artifacts that are a part of many children's lives. We examine the stories in books targeted for 4–8-year-old children, contrasting the texts generated by Native American authors versus popular non-Native authors. We focus specifically on the implicit and explicit ‘epistemological orientations’ associated with relations between human beings and the rest of nature. Native authors were significantly more likely than non-Native authors to describe humans and the rest of nature as psychologically close and embedded in relationships. This pattern converges well with evidence from a behavioral task in which we probed Native (from urban inter-tribal and rural communities) and non-Native children's and adults' attention to ecological relations. We discuss the implications of these differences for environmental cognition and science learning. 相似文献
16.
Counteracting upper secondary dropouts is an increasingly common issue across the Western part of the world. In Norway, the government has developed different measures to counteract dropouts, one of which concerns alternative educational courses involving increased workplace practice. This article is based on interviews with eight students who participate in the alternative course. The narratives show an identity shift from being outsiders in compulsory education to being participants in the alternative course, something which inspires to learn and installs in the students a hope for the future. This article discusses how and to what extent the alternative courses respond to the purpose of education. We argue that even though the alternative courses respond to many features that may represent educational purposes, this is altogether not enough for the courses to qualify as education. For the courses to qualify as education, a tighter connection to the curriculum is necessary. If the educational system does not respond to the students' construction of new identities through enabling pathways towards more formal qualifications, the development of alternative courses with increased workplace practice might lead to an unintended result of further marginalisation, exclusion and social reproduction. 相似文献
17.
Elizabeth Jane Tregoning Maber 《Gender and education》2016,28(3):416-430
ABSTRACTThis paper explores the role played by women activists and educators in mobilising community education to support new opportunities for women's activism in the context of Myanmar's political transition. Recent political reorientations in Myanmar which have resulted in a civilian-led democracy emerging from a repressive military regime, have facilitated increased international contact. Myanmar women activist-educators are rejecting hierarchical relationships and the sterile reproductions of idealised female citizenship evident in some training practices and are promoting a conceptualisation of feminist education. I reflect on the dynamics of this feminist activism, including the adaptation of feminist concepts and terminology, as articulated by activists, and I explore responses to the new avenues for women's engagement which are opening up in the first inter-election cycle. 相似文献
18.
K. Vaijayanti 《International Journal of Early Years Education》2015,23(1):54-66
United Nations Children's Fund (UNICEF) recently reported that the world's population is shifting to its cities. India is no exception. Throughout the country, an increasing number of migrants are leaving agricultural lifestyles in search of economic and educational opportunities, often relocating to non-notified slums. Despite the fact that many families move in search of better schools, in reality, children living in non-notified slums lack access to high-quality early childhood educational opportunities, a situation that can disadvantage them throughout their lives. This paper describes an intervention implemented in an Indian non-notified slum in which local residents were recruited to run preschools. The authors reflect upon initial data that both elucidate the challenges associated with serving transitory early childhood populations and suggest that the programme shows promise as a scalable model appropriate for addressing them. 相似文献
19.
This paper develops a dialogical encounter between northern-inspired theorisations of gender and Vietnam's historical and cultural differentiation identified through the presence of matriarchy in ancient societies and its popularity in folklore and contemporary politics. The article draws on interviews with 12 senior women from 8 universities in Northern and Southern Vietnam. Three main themes are explored: (1) the Vietnamese woman as ‘general of the interior’; (2) the ‘woman behind the throne’; and (3) ‘behind a woman is another woman’. These themes illustrate the distinctiveness of a historically produced Vietnamese gender order as reflected in current university women's experience. By providing insights into the complex dynamics of Vietnamese women's ‘informal power’, as evident in both spheres of home and university, the paper presents a discussion of forms of Vietnamese femininity that contributes to re-theorising Connell's concepts of ‘hegemonic masculinity and emphasized femininity’. 相似文献
20.
《Journal of Teaching in Social Work》2013,33(3-4):1-18
Abstract Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work. 相似文献