共查询到20条相似文献，搜索用时 31 毫秒
1.
Sue Clegg 《Gender and education》2001,13(3):307-324
The article provides a theoretical overview of the relationship between gender, education and computing. It explores the role of education in the continued reproduction of computing, and latterly information communications technology, as masculine domains. Gendered social relations are inscribed into the development of computing technology and the ideological separation of the 'expert' from end-users. The article offers a critique of the strong sociology of science and postmodernist analyses of technology for reducing technology to the social, and of technological determinism. It argues instead that we need to understand how computing is constituted historically and the ways computing can be understood as a concrete science. The article brings together perspectives on technology derived from a critical realist perspective with some aspects of the feminist standpoint paradigm. The author examines three key educational locales in the reproduction of gender ideologies of the machine. These are schools, universities, and the multiple sites of lifelong learning. The article concludes that the gendering of computing as a masculine discourse continues, and that the analysis of technology and the sociology of education needs to reconnect within a broader critique of society if women's continuing marginalisation in the dominant discourse is to be understood and challenged. 相似文献
2.
FLIS HENWOOD 《Gender and education》1996,8(2):199-214
Since the launch of the Women into Science and Engineering (WISE) campaign in 1984, many initiatives to increase the participation of women in these areas of work have been launched under its banner and the WISE approach has come to represent the dominant discourse on equal opportunities for women in science and technology, having a major influence on both policy and practice. This article examines the WISE discourse in depth, arguing that WISE has had only very limited success because it is so narrowly focused on women's 'choices', which it understands as being constrained both by a lack of information about scientific and technological work and by a masculine image of science and technology which, it infers, is alienating to women. Drawing on empirical research which examined both women's and men's occupational decision-making processes, this article takes issue with this construction of the problem, arguing that whilst the assumptions of the WISE discourse cannot be supported empirically, the discourse itself nevertheless continues to structure and limit the space women have to speak of the conflicts and contradictions they experience, explanations for which require a better understanding of the ways in which subjective experiences of both gender and sexuality impinge upon work choices. 相似文献
3.
ABSTRACT: This paper draws on the work of Basil Bernstein to offer a (re-) conceptualisation of creativity for the English further education (FE) sector. It begins by locating creativity within the political economy of FE and argues that teaching and learning is constrained by an instrumental remit for the sector, which prioritises perceived economic needs over broader conceptions of education and training. The paper goes on to analyse the FE curriculum, relating Bernstein's work on generic modes to critiques of competence. It proposes a central role for knowledge and broad conceptions of skill in FE in order to contest an instrumental approach to teaching and learning arising from official discourse on competitiveness. The paper uses Bernstein's typology of vertical and horizontal discourse to argue that creativity needs to be re-defined in a way that recognises the value of principled, conceptual knowledge in vocational education whilst acknowledging the socially constructed nature of creativity and knowledge. 相似文献
4.
Anna Llewellyn 《Journal of Mathematics Teacher Education》2009,12(6):411-426
In this article, I draw on post-structural and feminist epistemologies to analyse interview data from two prospective teachers
on a primary education degree. Specifically I use Foucauldian critical discourse analysis to discuss the competing discourses
of the masculine mathematician and the feminine primary school teacher. The initial purpose of the article is to deconstruct
the themes of control, choice and confidence, which I argue are prevalent within mathematical discourses within our current
neoliberal society. A further aim of the article is to explore the representation of discourse and data within educational
texts, which I do by experimenting with the language used throughout. 相似文献
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6.
Penny Jane Burke 《British Journal of Sociology of Education》2007,28(4):411-424
Drawing on ESRC‐funded research (RES‐000–22–0832), this article examines the accounts of men participating in London access and foundation programmes in relation to their shifting masculine identifications. I consider how the men’s early memories of schooling shape their student masculinities. Their accounts are contextualised in relation to hegemonic discourses of widening participation and neo‐liberalism. Drawing on feminist critique, I pay attention to the men’s self‐regulating practices in their struggle to be recognised as deserving of higher education access and participation. The interconnections and contradictions within men’s identifications across a range of differences are considered in relation to their experiences and imaginaries of accessing higher education. 相似文献
7.
Men accessing education: gendered aspirations 总被引：1，自引：0，他引：1
《British Educational Research Journal》2006,32(5):719-733
Raising aspirations has been identified as a key strategy for widening educational participation in lifelong learning policy. This article deconstructs the hegemonic discourse of raising aspirations through Economic and Social Research Council‐funded research on men, masculinities and higher educational access and participation. The article examines the ways that men students on access and foundation programmes talk about their aspirations and considers the multiple influences and practices that shape their decisions to participate in education. It is argued that a range of interlinked, and contradictory, masculine identifications are central to understanding the formation of aspirations, which are not fixed but shifting through different kinds of life and learning experiences, orientations and relations. The article suggests that widening participation policy and practice is too narrowly focused on simplistic notions of ‘raising aspirations’, leaving hidden intricate operations of power, privilege and inequality. 相似文献
8.
Louisa Allen 《Gender and education》2004,16(2):151-167
A tradition of predominately feminist literature has revealed that there is a ‘missing discourse of desire’ in many sex education programmes. Building on this work, this article explores the gendered effects of this de‐eroticized and clinical form of education. It is argued that young women and men's (hetero)sexual subjectivities are differentially affected by the invisibility of desire and pleasure in this curriculum. To offer young women a sense of personal empowerment and entitlement, and young men a broader range of (hetero)sexual subjectivities, it is proposed that sex education include a discourse of erotics. This would comprise more than an acknowledgement of desire and pleasure and incorporate the embodied practicalities of these experiences. As a means of developing this discourse within sexuality programmes, empirical evidence of 17‐ to 19‐year‐olds' experiences of desire and pleasure are examined. 相似文献
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Pam Nilan 《Gender and education》2000,12(1):53-68
In this article the author aims to problematise the discourse of masculinity in the co-educational classroom. Moving strategically sideways to focus on boys rather than girls, it is argued that 'masculinity' is not a fixed essence but a shifting gendered social identity. Although mass culture generally assumes there is a fixed, true masculinity, not all boys and men take up the same kind of masculinity, nor do they experience 'maleness' in the same way. Social class and subcultures (as well as other inflections of identity not discussed in this article) profoundly affect the presentation and representation of masculine identities. Moreover, masculinity as a particular configuration of gender is constituted in relation to local contexts within the meritocratic discourse of schooling. The ethnographic data in this article, which focuses on boys relating to girls in the classroom, show how varied the contexts of gender production can be even within the same roughly parallel configurations of task and location. It is concluded that masculinity is above all a social identity accomplishment. 相似文献
11.
Claudia Matus Susan Talburt 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):515-527
In this article, we conduct a discourse analysis of the strategic plans of two universities, one from the global South and the other from the global North, to understand how the constitution of space and place reconfigures human experience in the two institutions. We argue that universities do not simply respond to dominant logics of globalization but are active participants in its production. We draw on feminist geographers to elaborate how these universities’ discourses of internationalization reify a division of higher education as local ‘place’ and globalization as abstract global space, ‘out there’. This imaginary spatiality obscures the work of the ‘local’ in producing the ‘global’ with important implications for the redefinition of the student-citizen, useful knowledge, and managerial practices. 相似文献
12.
Rachel Wagner 《Equity & Excellence in Education》2015,48(3):473-488
The balance of empirical research on college men is a portrait of their maladaptive and antisocial attitudes and behaviors. Studies have demonstrated the correlation between college men's problematic behavior and adherence to gender role traditionalism. Educators have few composites of men's prosocial behavior nor the masculine ideology that accompanies it.This article is based, in part, on a study where I explored college men's prosocial behaviors through their engagement in an educationally purposeful activity that has been operationally defined in the literature: diversity education (DE). DE was defined as opportunities to engage meaningfully with diversity through coursework or purposeful cross-culture interactions in pursuit of educational outcomes.Using a basic interpretive qualitative methodology, I addressed the following research question: How do college men who have been engaged in diversity education understand and perform masculinity? Themes derived using the constant comparative method included (a) the persistence of hegemonic masculine ideology and (b) experiences of gender socialization. Findings confirmed other studies that demonstrated the influence of hegemonic masculine ideology on college men (Davis, 2002; Edwards, 2007; Harris, 2006). This study adds to the literature by ascertaining how hegemonic masculine ideology may permeate the diversity classroom or workshop, creating dynamics that social justice educators must consider when designing effective learning environments. 相似文献
13.
PAULINE LEONARD 《Gender and education》1998,10(1):70-83
ABSTRACT The recent economic and political climate, which has reshaped all sectors of education in the last few years, has brought dramatic changes to the management and finance of further education (FE). FE institutions have become 'incorporated' as autonomous and self-regulating organisations. The central concern of this article is the effect that the interpretation of incorporation has had on gender relations within these organisations. Many colleges have taken the opportunity to 'restructure', redefining the management hierarchy to consist of new posts to do with finance, selling and premises. The association of these tasks with aspects of masculinity has meant that incorporation has both utilised gender and had gendered consequences. Masculinity is perceived as an integral quality in the achievement of efficient management, a fact which has favoured the promotion of men and the marginalisation of women. How women have responded to these changes is explored in this article. 相似文献
14.
While there has always been a profound indifference to the affective domain in formal education, given its Cartesian allegiance to the development of the rational autonomous subject, this indifference to the emotional subject is intensifying with the glorification of performativity. As higher education is especially subject to performance measurement and rankings, this study of top‐level management in Irish higher education shows that those who hold senior management posts are subjected increasingly to disciplinary rationalities that largely preclude being a primary carer. The definition of senior managerial posts as care‐less positions, in terms of primary care responsibilities, advantages those who are care‐free and these are disproportionately men in societies where the moral imperative to do primary care work applies mainly to women. The data suggest that understanding how the care ceiling operates is crucial for understanding why women do not occupy senior managerial positions within new managerial regimes in higher education. 相似文献
15.
Vincenza Priola 《Gender and education》2007,19(1):21-40
The paper explores gender relations in academia and discusses how gender is constructed within academic institutions. It is based upon the study of a business school, part of a British university. The construction of gender relations within this institution was of special interest because the majority of managerial roles were occupied by women. All female academic managers (dean, associate deans and heads of department) and a random selection of female and male academics were interviewed. The process of construction of gender relations is investigated through the analysis of the discrepancy between the ‘masculine culture’ of high education institutions and the dominance of women managers within this organization. It is suggested that the numerical dominance of women managers may create tensions between their individual identities as women and their managerial identities, due to the predominance of masculine practices and values within the organization. Additionally, it emerged that the maintenance of masculine ideals and practices is also associated with downplaying women’s achievements. 相似文献
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Naomi Hodgson 《Educational theory》2008,58(4):417-434
Abstract In this essay, Naomi Hodgson reconsiders the value of Michel Foucault’s normalization thesis to the study of educationalization in relation to contemporary educational policy and research. Hodgson begins by analyzing educational researchers’ response to the recent introduction of citizenship education in England, focusing specifically on a review of research, policy, and practice in this area commissioned by the British Educational Research Association (BERA). She argues that the BERA review exemplifies the field of education policy sociology in that it is conducted according to the concepts of its parent discipline of sociology but lacks critical theoretical engagement with them. Instead, such work operationalizes sociological concepts in service of educational policy solutions. Hodgson identifies three dominant discourses of citizenship education within the BERA review— the academic discourse of education policy sociology, contemporary political discourse, and the discourse of inclusive education — and draws attention to the relation of citizenship education to policy initiatives, and thus to educationalization. She then discusses Foucault’s concept of normalization in terms of the demand on the contemporary subject to orient the self in a certain relation toward learning informed by the need for competitiveness in the European and global context. Ultimately, Hodgson concludes that the language and rhetoric of education policy sociology implicate such research in the process of educationalization itself. 相似文献
18.
Sushan Acharya 《Compare》2019,49(2):211-229
Functional adult literacy interventions have been regarded for many decades by policy makers as an effective way of imparting health knowledge. Supported by research on the statistical relationships between women’s literacy rates and health indicators, this dominant policy discourse is based on assumptions that non-literate women lack understanding and confidence, and that formal programmes and institutions constitute the main sites of learning. Proposing a broader conceptualisation of literacy as a social practice and of health as connected with social justice, this article draws on policy analysis and the authors’ earlier research in Nepal to re-examine the relationship between gender, literacy and health. By comparing health and literacy approaches used within the education and health sectors and taking account of new and indigenous informal learning practices, the article points to ways of investigating the complex interaction of factors that influence inequalities in gender and health at community level. 相似文献
19.
Anna-Lena Østern 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):73-90
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school. 相似文献
20.
ABSTRACT Ensuring that students of all backgrounds are smoothly transitioned through the stages of access, participation and completion in higher education has been the focus of much public policy and research in recent decades. Subsequently, public policy discourse treats those who do not complete their higher education degrees as unsuccessful, despite a lack of research considering the beneficial outcomes of non-completing students. Evidence of beneficial outcomes of higher education participation without completion has potential to challenge the deficit-centric discourse of completion dependent on a binary view of success and failure. This article details a critical discourse analysis of responses to a 2017 survey of university non-completers asked ‘were there any benefits from the time you spent doing an [sic] incomplete degree?’. This study finds that non-completers experience a wide range of benefits from incomplete studies despite the dominant discourse discounting their experiences as unsuccessful. Additionally, this study presents a critique of framing surveys of non-completing students within the normative bounds of success as completion in higher education, and instead calls for a more nuanced construction of success in higher education. 相似文献