共查询到20条相似文献，搜索用时 15 毫秒
1.
Nelly P. Stromquist 《British Journal of Sociology of Education》1990,11(2):137-153
This article is an attempt to apply a systematic use of theory to gender inequalities in education. It expands on the tenets of liberal, radical, and socialist feminist perspectives to account for differential gender outcomes in terms of educational access, attainment, and field of study choices. The State emerges as a key actor regulating and promoting educational processes and outcomes, and the perspective that most accurately captures the State's practices is socialist feminism. There has been a recent convergence in feminist thought toward the meshing of ideological and material elements in the explanation of women's subordination, bringing closer than ever the radical and socialist feminist perspectives. These perspectives detect severe limits in the State's ability to improve women's conditions while groups outside the State, particularly women‐run organizations, are identified as the most likely sources of significant educational change and thus social change, in the interests of women. 相似文献
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Elizabeth Mary Grierson 《Educational Philosophy and Theory》2019,51(7):731-743
AbstractMichel Foucault showed by his genealogical method that history is random. It comprises sites of disarray and dispersal. In those sites, Simone de Beauvoir wrote philosophy through lived experience of woman as Other in relation to man as the Absolute. Here lies a fecund site for revisionist analysis of female cultural production and its relevance to a philosophy of education. The paper works with a feminist approach to the politics of knowledge, examining textual and political strategies in the recording of history and the ‘othering’ of women through dominant cultural discourses. Infusing this discussion is a feminist politics of interrogation on cultural change for women. The paper investigates contributions of women to fields of art, politics, education and philosophy, and to the ways their contributions have been considered, received, positioned. Different approaches to feminism become apparent in the different conditions of knowledge under discussion. This leads to a final consideration of feminist challenges in context of the politics of neoliberalism as it seeks to identify a feminist potential for ‘a cleansing fire’. The interventions in this paper trace political strategies and challenges for a philosophy of education to keep the momentum of feminist histories and issues to the forefront of scholarly enquiry and political/social action. 相似文献
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Kate Pritchard Hughes 《International Journal of Lifelong Education》2013,32(3):214-230
This article offers an overview of the field of feminist education, epistemology and pedagogy. It examines the variety of streams of feminist thought in these areas including socialist, radical, cultural, liberal and postmodern feminisms. In doing so, it engages with some of the most influential writings in the field from the last 12 years and looks at the relationship between feminist education, feminism as a whole, and poststructuralist social theory and postmodernism. The article goes on to discuss epistemology and Foucauldian notions of knowledge and power hierarchies and asks whether feminism accepts notions of ontology in relation to women. In the final section, feminist pedagogy is discussed in relation to other streams of critical or radical pedagogy; is Women's Studies in universities the most productive place to devote feminist energy to? Can Women's Studies be considered part of radical education when it necessarily operates within an institution which arguably operates to ‘domesticate’ women and valorizes traditional, or patriarchal, epistemology? It concludes by exploring an educational environment, or methodology, which has the potential to be more productive for both students and educators interested in the liberatory possibilities of education. 相似文献
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This article describes the Dutch Government's policy on equal opportunities in education. The Dutch policy is compared to the policy of the Inner London Education Authority (ILEA). The authors consider the extent to which the methods used by the Dutch Government and the ILEA reflect different conceptualisations of the problem of sex inequality and different implementation strategies. Special attention is paid to the aims of both policies in terms of the different feminist strategies of equality and difference, and in terms of different feminist positions: liberal versus radical feminism. 相似文献
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对传统性别歧视教育依据的首次解构 总被引：1，自引：0，他引：1
韩廉 《湖南师范大学社会科学学报》2004,33(3):119-122
性别歧视教育实施的根据是男优女劣天生论和才智有损女德论。戊戌妇女运动对其中国版本男智女愚天生论和“女子无才便是德”进行了与西方早期女权运动同样的批判,指出男智女愚并非天生而是后天性别歧视教育所塑成,亦可通过改变教育来改变;女性必须通过正规教育增长才识,才能具备道德能力。其批判首次动摇了传统性别歧视教育的基础,成为中国争取教育性别公平的开端,亦说明至少中西早期妇女运动的水平不分轩轾,西方学术界茏统地认为中国妇女运动远比西方落后是偏见。 相似文献
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Edith W. King 《课程研究杂志》2013,45(3):331-338
Through an analysis of policy documents, archival material, interviews and journal articles, this paper attempts to map those discourses which have become an important part of the meanings and practices that make up the physical education curriculum in New South Wales, Australia, from 1880 to 1980. It uses a feminist perspective to argue that the dominance of a masculine agenda, built around organized sport and the human movement sciences, has marginalized other pedagogies and other forms of physical activity, such as gymnastics and dance, which are more likely to be associated with women. Physical education possesses characteristics which make it a particularly potent site within education for discourses about the body. When organized sports dominate the curriculum, the valuing of individual achievement through aggressive competition, within a context of male dominance, becomes the normative standard. This typically works against women's and girls’ participation in physical education and physical activity; it also contributes to the (re)production of notions of women being ‘weaker’ and ‘lacking’ in relation to male superior strength and skill. There has been a marked and continuing absence of oppositional discourses in Australian physical education to contest the dominance of the masculine tradition. Contestation has been framed primarily within liberal feminist or ‘equal opportunity’ discourses which rarely challenge the dominant forms of physical education. Further analyses using feminist perspectives are required to challenge existing curricula. 相似文献
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Mark Olssen 《British Journal of Sociology of Education》2004,25(2):179-192
This paper attempts to develop a more sophisticated notion of multiculturalism in Britain. It starts by examining the philosophical basis of the Crick Report on citizenship education to resolve the theoretical tension between liberal and multicultural approaches to the subject. To achieve this resolution, it compares the Crick Report to the Parekh Report on the Future of Multi Ethnic Britain, published on 11th October 2000. The Parekh report is then used to critique the Crick report and re‐theorise the practical imperatives of multicultural citizenship education. I claim that the Crick report, typical of liberal analyses, is suspicious of departure from the presumption of a unified social structure, and represents citizenship education as the imposition of a uniform standard applied to all groups and peoples. On this basis it is claimed that, although the Crick Report’s conception of citizenship fails to adequately take account of cultural difference, it need not do so, as there is room within liberal approaches to citizenship education for a recognition of difference. The paper explains how such a resolution can be effected. 相似文献
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This paper reports on a mainly qualitative study into company strategies for HIV/AIDS information, education and communication (IEC) strategies in the Botswana workplace. The authors argue that HIV/AIDS awareness and prevention strategies in Botswana need a new approach. The research proposal hypothesized that IEC strategies need to take account of adult education theory that promotes the active involvement of learners in developing their own curriculum. It also proposed that an Africa‐centric gender perspective should be incorporated into future IEC materials. That is, the particular cultural position of women and their vulnerability to HIV/AIDS infection in Botswana needs to be theorized as an issue of power. Integrated with this issue is the argument that it is not always appropriate to try to persuade women to take the initiative in preventing infection when culturally they have no power to do so. The paper therefore critiques some of the adult education and feminist arguments for empowerment that do not take account of existing male power positions within the Botswana social framework. Using new educational material that derived from the research findings the authors argue for a dual strategy towards behavioural change; one that takes account of the current health crisis, but also one which uses a radical pedagogical approach that engages with ‘where people are at’. 相似文献
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刘晓文 《广东技术师范学院学报》2006,(5):70-76
在20世纪以来的西方后工业社会,人们已愈加认识到,自我选择并不仅是无限自由的选择了,人与人之间道德伦理关系的价值与意义日益凸显出来。在这种新的现实语境中重新检视西方女性主义文学批评理论,便会发现英美女性主义和法国女性主义文学两种批评理论都存在一定的缺陷——即执着于抽象的理论层面,而忽视了女性在现实世界的生存境遇,尤其是女性的道德伦理境遇。事实上,西方女性文学表现了道德之善与人生“幸福”、道德反思与道德自律、自我存在与道德自由、和谐情愫与反乌托邦等“道德情境”的“内在冲突”性质,以及对和谐的人际关系与真、善、美的追求。这不仅与西方女性在历史语境中的地位密切相关,也体现了女作家们的宗教道德情结。 相似文献
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Sally Findlow 《British Journal of Sociology of Education》2013,34(1):112-131
This article explores how higher education is being conceptualized as part of a neo-liberal ‘feminist’ social change project in the post-imperial context of the Arab Gulf. Challenging the tendency to essentialised treatments of gender and women in Muslim countries, it makes visible the diverse experiences and views of a particular group of Gulf purposively sampled women – students, graduates and academics – as it explores how they are situating themselves against available feminist narratives, how they are seeing themselves as citizens and political actors, and how higher education’s spaces and constraints are mediating these processes. A conflicted picture emerges, of mass higher education helping provide women with radical ideas and ambitions, and helping to make public demands and assert self-representation, while their freedoms to act are limited by underlying hegemonic structures that are still predominantly male and against which women variously rationalize their strategic conformity. 相似文献
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《Technical Communication Quarterly》2013,22(3):313-320
The feminist approaches to technical communication that have emerged recently are largely liberal feminist or radical feminist in orientation. Liberal feminism arises out of the eighteenth-century Enlightenment and emphasizes equality and rights. It sees that women's opportunities to develop their intellects and talents and participate freely in the world of men have been thwarted by discriminatory practices. Radical feminism, in contrast, emphasizes differences between women and men, the limitations of patriarchal culture, and the characteristics of women's ways of communicating and knowing. The essays included in this issue, while multidimensional, primarily exhibit characteristics of both liberal and radical feminism. 相似文献
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Edith Mukudi Omwami 《Gender and education》2011,23(1):15-28
Forty‐five years have passed since Kenya gained independence and almost 30 years since the feminist revolution ushered in a global gender and development agenda. While Kenya’s development agenda had a functionalist orientation aimed at modernisation, the outcome of efforts to promote education development cannot be understood without an examination of the context of women. Although development agencies acknowledge the need for empowerment of women, the interests of change agencies are accommodated within the bounds of patriarchy, poverty, and paternalism. This situation is best explained by examining the education experience of women through a relative‐change theory prism. From this perspective, change is actively pursued within limits, that is, options for change in the social, cultural, and political context are acknowledged but limited. As a result, whatever education development efforts have been put into place to benefit women in marginalised situations, the outcome has fallen short for the majority of women. 相似文献
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传统、现代、后现代:当代女性主义教育的三重视野 总被引：2，自引：0，他引：2
女性主义作为一种教育思潮可以追溯到18世纪的法国,传统女性主义教育持两种妇女观,一是“父权制”妇女观,二是“父权制”批判妇女观。但是,自20世纪60年代以来有两种态度:一是激进女性主义的态度。二是当代社会主义女性主义态度。现代女性主义教育在理论与实践上都具有明显的先进性,但仍旧没有走出两性二元对立的思维模式。对于传统女性主义教育的批判性重建,还必须从后现代文明中的精神内核和价值观念需求借鉴。只分析性地找出传统、现代、后现代三种女性主义教育类型地一般特征与具体表现还是不够地,女性主义教育学更重要的使命,是要整合这三种教育资源,女性主义教育建构尚需要实现传统、现代、后现代三重视野的“视界融合”。 相似文献
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Globalisation and the Politics of Accountability: Issues and dilemmas for gender equity in education
Miriam Henry 《Gender and education》2001,13(1):87-100
This article considers issues of accountability for gender reform in education given changing state formations accompanying globalisation processes and pressures. It is argued that globalisation processes work in contradictory ways. Hence, while market liberal ideologies and practices underpinning economic globalisation threaten to undermine gains which have been achieved in gender equity in education, there may be possibilities for a feminist engagement with processes of political globalisation to assist the project of gender reform. Examples will be drawn from the Australian experience but, if globalisation theorists are correct, should have broader applicability. 相似文献
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Jo-Anne Dillabough 《British Journal of Sociology of Education》1999,20(3):373-394
The main purpose of this paper is to critique the concepts of 'teacher professionalism' and 'professional identity' as they are currently manifest in the field of teaching and teacher education from two related feminist perspectives. In the first instance, feminist critiques of liberal democracy are drawn upon to expose the gendered assumptions which underlie dominant conceptions of the 'professional' teacher. Particular attention is paid to the now dominant view of the teacher as a rational and instrumental actor, and its gendered dimensions are explored. Second, the gender dualisms which reside at the heart of the concept 'teacher professionalism' are identified and discussed. The discussion is then widened to examine the role of gender politics in shaping the epistemological premises upon which teacher professionalism is developed and its more formative role in the exploitation of women teachers' labours. Drawing upon examples of current feminist research and my own preliminary empirical data, the paper concludes by presenting an alternative conceptual framework for assessing the gendered nature of identity formation in teaching. 相似文献
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中美两国通识教育的内涵不完全相同。当下中国通识教育存在着较多的盲目照搬倾向,通识课程设计的指导思想没有表现出自身的特色,盲目模仿痕迹突出;与通识课程相应的政策和制度保障不力;通识课程的目标尚待完善;对通识课程中的核心课程重视程度和开发尚为不够。这一研究和建设的误区亟应调整。扭转当前这一不利局面的对策应该是在认真研究具有中国特色通识教育的基础上,梳理出适合我国国情的通识课程建设理念、内容、形式以及教学方式问题。 相似文献
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Elizabeth A. Flynn 《Technical Communication Quarterly》1997,6(3):313-320
The feminist approaches to technical communication that have emerged recently are largely liberal feminist or radical feminist in orientation. Liberal feminism arises out of the eighteenth-century Enlightenment and emphasizes equality and rights. It sees that women's opportunities to develop their intellects and talents and participate freely in the world of men have been thwarted by discriminatory practices. Radical feminism, in contrast, emphasizes differences between women and men, the limitations of patriarchal culture, and the characteristics of women's ways of communicating and knowing. The essays included in this issue, while multidimensional, primarily exhibit characteristics of both liberal and radical feminism. 相似文献
19.
Jo-Anne Dillabough 《Discourse: Studies in the Cultural Politics of Education》2005,26(2):127-148
In this article I explore the part played by liberal democratic ideology in the regulation of female work, in particular, the work of women teacher educators and contract researchers in British and Canadian teacher education departments. My goal is to examine the relationship between symbolic notions of female domesticity and service as they have been expressed in liberal understandings of the nation state across time, together with accounts of contemporary working life as described by differently positioned women workers in teacher education. Central to the argument I make is the assertion that women's work and its symbolic representation in teacher education constitute powerful symbolic elements in the ongoing regulation of women as non-citizens. In following the work of feminist political theorists and cultural sociologists, I also examine the cultural, material, and social power of historicized visions of the female as “domestic servant”, as daughter of the nation state, and as “deviant non-citizen” as they are reflected in the contemporary working lives of women teacher educators. 相似文献
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