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1.
Women academics in Britain are an elite group among women. Nevertheless, there is abundant evidence that they are disproportionately in lower grades and less secure posts than their male counterparts. These are longstanding inequities which appear to have been met with complacency rather than commitments to bring about change. This paper draws upon feminist theory to outline a range of perspectives which can be used to analyze this situation. Different approaches define the problem differently: it can be located in sex-typed socialization; family-career role conflicts; under-investment in women's education; sex discrimination; or the working of capitalism and patriarchy. The strategies which follow from each approach are discussed and evaluated. Certain features of the British university system may operate to the detriment of women, and there is no network of powerful liberal feminist organizations that can act as a watchdog to safeguard their interests. The unsettled situation of higher education in Britain would seem to make this an inauspicious time to initiate reform, but there are contradictions which might be a basis for feminist action. Socialist and radical feminist frameworks go further than liberal ones in making sense of the entrenched inequalities and resistance to change. Yet there is a case for pursuing liberal feminist strategies, at least in the short run.  相似文献   

2.

In her article "The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership," Professor Dillard delineates a set of proposals for the study of educational inequity. Professor Wright in his response, "An endarkened feminist epistemology? Identity, difference and the politics of representation in educational research," comments on Professor Dillard's proposals and furthers her analysis by an integration of the cultural studies literature. The author enjoins this conversation in this article by reviewing the proposals by feminists of Color to further social justice in solidarity with Professor Dillard's analysis. In particular, feminists of Color are examined, expanding the definition of "data" to include artistic production such as poetry, personal reflections, and autobiographical essays. The integration of spirituality as it relates to secular teaching is another innovation proposed by various writers. Feminists of Color have also chosen to construct theory and a political agenda for achieving social justice rather than only engaging in intellectual debates that deconstruct existing paradigms. Professor Dillard is part of a cadre of feminist writers who advocate radical changes in the academy to eradicate educational inequity.  相似文献   

3.
This article uses a feminist perspective to attempt to quantify the position of women in the process of educational policy‐making in Britain at a national and local level during this century, and to assess their role in a qualitative way. I define policymakers as those who hold the ultimate power over decision‐making. These are usually elected politicians. I do not minimise the role and influence of a range of other people and factors in the process but these are not the major concern of this article. As a feminist I try to rediscover the achievements of women who became educational policy‐makers. I will assess whether they were feminists or women who believed in separate domestically oriented roles for women.  相似文献   

4.
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   

5.
This paper examines how an ongoing educational panic over failing boys has contributed to a new celebratory discourse about successful girls. Rather than conceive of this shift as an anti‐feminist feminist backlash, the paper examines how the successful girl discourse is postfeminist, and how liberal feminist theory has contributed to narrowly conceived, divisive educational debates and policies where boys' disadvantage/success are pitted against girls' disadvantage/success. The paper illustrates that gender‐only and gender binary conceptions of educational achievement are easily recuperated into individualizing neo‐liberal discourses of educational equality, and consistently conceal how issues of achievement in school are related to issues of class, race, ethnicity, religion, citizenship and location. Some recent media examples that illustrate the intensification of the successful girl discourse are examined. It is argued that the gender and achievement debate fuels a seductive postfeminist discourse of girl power, possibility and choice with massive reach, where girls' educational performance is used as evidence that individual success is attainable and educational policies are working in contexts of globalization, marketization and economic insecurity. The new contradictory work of ‘doing’ successful femininity, which requires balancing traditional feminine and masculine qualities, is also considered.  相似文献   

6.
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   

7.
在英国文学史上，妇女写作已成为传统。本文对传统的妇女写作与当代女性主义作家的作品进行话语对比分析，试图说明当代女性主义已把笔触延伸到意识形态手段的性质和效用，延伸到社会及文化语境这些更具普遍意义的问题之上；指出当代女性主义作家大胆地向传统文学评论中的双性同体美学提出挑战，并试图改变和颠覆西方文化领域中人们早已习以为常的以男性家长制意识形态为基础的思维定势，向传统的性别角色定型观念发起前所未有的冲击。  相似文献   

8.
This article addresses the question of why counting has figured so prominently in feminist social science studies of children's literature. It documents the quantitative approach to children's books used by both liberal and radical feminists, gives an account of why this approach has been so popular among feminist social scientists, and outlines some of the achievements and limitations of this approach. The article also indicates some reasons why recent, multicultural feminist, social science studies have used a more qualitative approach to children's literature, as well as some reasons to expect that one might count on a greater balance of qualitative and quantitative studies in the future.  相似文献   

9.
Most educational work concerned with changes in gender relations has been addressed to girls, justified on ‘equal opportunity’ principles, and governed by ‘sex‐role’ theories. This framework is not very relevant to educational work with boys, yet gender issues arise here too. The paper presents retrospective data on schooling from the life‐histories of two groups of men, drawn from a larger study of contemporary changes in masculinity. Unemployed working‐class men recall ‘getting into trouble’, a process of constructing masculinity through conflict with the institutional authority of the school. Here, the school, as part of the state represents a power they cannot participate in. However, the school is also a site of the differentiation of masculinities. Some working‐class boys embrace a project of mobility in which they construct a masculinity organised around themes of rationality and responsibility. This is closely connected with the ‘certification’ function of the upper levels of the educational system and to a key form of masculinity among professionals. Some young men from this background, however, reject the connection with abstracted knowledge and bureaucratic authority, among them men interviewed who are in the environmental movement. A number of these men had encountered feminism first‐hand, for instance through feminist texts. Where there are low levels of literacy, especially political literacy, feminist influence on men is slight. On the other hand, a common reaction among men who do study feminist writing is a demobilising guilt. A major opportunity for educational action exists, but there are difficulties in designing it. Broadly, the strongest effects of schooling on the construction of masculinity are the indirect effects of streaming and failure, authority pattern, the academic curriculum and definitions of knowledge—rather than the direct effects of equity programmes or courses dealing with gender. This is a major strategic problem for reform. Two criteria for action can be suggested: curricula need to be designed to broaden boys’ sources of information about sexuality and gender; programmes need to be designed that allow for practical accomplishment on these issues, not open‐ended problem identification alone.  相似文献   

10.
女性形象问题一直是女性主义批评的关注点和切入点.女性形象在男性笔下形成两种极端,不是天使就是恶魔,即＂好＂女人和＂疯＂女人.随着女性主义理论的发展,女性主义批评家正在超越关于女性形象好坏的区分.美国小说家尤多拉·韦尔蒂的《乐观者的女儿》,发表于女权主义的第三次浪潮时期,富于激进的女性色彩,表达了作者对介于传统＂好＂女人与极端＂疯＂女人之间的第三形象寻求.  相似文献   

11.
In this paper I compare talk about class and gender by public‐school girls (who classified themselves as upper class and whose parents are in socio‐economic class I and/or are landowners) and comprehensive‐school girls whose parents are in socio‐economic class III. The comprehensive‐school girls had no clear concepts or categorisation of their own class position. Girls in both schools shared a diagnosis and set of grievances about the injustices and dilemmas of girlhood. However, the extent to which they used feminist categories and their contentment with these categories varied markedly — the public‐school girls being notably more uncomfortable. I analyse and theorise these differences as discursive, rather than psychological or purely sociological. This analysis highlights the importance of self‐conscious and critical discursive practice by educators and pupils in the educational setting.  相似文献   

12.
This paper revisits the question of ‘voice’ in the context of neo‐liberal social and educational reform. ‘Voice’ has been one of the key concepts of feminist and critical pedagogies in the theory and practice of producing social transformation. I argue in this paper, that the political effectiveness of this concept needs to be reconsidered at a time when the incitement to speak is one of the means by which neo‐liberal subjectivities are produced and regulated. I trace the ways the metaphor Girl Number Twenty circulates in the feminist pedagogy literature, with the purpose of engaging in a dialogue about the particular challenges girl number twenty encounters in the context of the new hard times wrought by neo‐liberalism and the shifting tensions between media, ideology and feminist teachers. The paper draws on ethnographic material from a school‐community project that took place in Toronto, Canada with girls' aged 10–14 from diverse racial and ethnic backgrounds (Vietnamese, Cambodian, Portuguese, Afro‐Caribbean and Chinese).  相似文献   

13.
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   

14.
秋瑾和伍尔夫都是19世纪末20世纪初著名的女性主义者,都写了一些有强烈女权意识的作品。她们虽来自不同的国家,有着不同的文化背景,然而她们都在同一个时代为女性的解放发出了呼声。本文旨在对两人作品中所体现出来的女性主义思想做一个全面的比较,并对她们女性主义思想的异同进行追本溯源的分析,试图探索女性主义发展的普遍规律。  相似文献   

15.
This article—mainly referring to the situation in Germany—consists of three parts. In a first section the current presence of neurosciences in the public discourse will be described in order to illuminate the background which is relevant for contemporary educational thinking. The prefix ‘neuro‐’ is ubiquitous today and therefore concepts like ‘neuropedagogy’ or ‘neurodidactics’ seem to be in the mainstream of modern thinking. In the second part of the article the perspective changes from the public discourse to the disciplinary discourse; a brief excursus into developmental psychiatry, neuropsychology and modern psychoanalysis will be made in order to demonstrate how the results of neuroscientific research are integrated in their theoretical frameworks. These three disciplines have no difficulty in integrating neuroscientific findings because each of them possesses a systematic core composed of ‘native concepts’. In contrast to them, educational theory has much more difficulty with such integration, as will be shown in the third part of the essay. On the one hand, neuroscientific thinking seems to be able to dominate education rather easily and without great resistance, especially in the fields of early childhood education, instruction and learning—mainly by simplifying educational processes and by reducing the complexity of the educational task to a mere ‘relationship problem’. On the other hand, this attraction of neuroscience in education might be understood as the reflection of a theoretical deficit in educational theory itself, with the significance of affect and emotion not receiving proper attention.  相似文献   

16.
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   

17.
Madeleine Arnot 《Compare》2000,30(3):293-302
This paper highlights the challenges that schools in the future may face in relation to egalitarianism (in relation to gender, ethnicity and social class). It argues that new forms of egalitarian politics are likely to emerge, first, around differentiations within rather than between subordinated and powerful groups and, second, around the individualisation of learning processes and flexible educational careers. New gender concerns will challenge the concepts of educational excellence, the masculinisation of science, and schools' responses to disengagement. Traditional gender identities are changing and schools may have to respond to the gap between the educational success of young women and the discrimination they face on the labour market, and the disadvantages associated with a celebration of masculinity. The processes of individualisation and globalisation suggest that educationists and feminists have to engage with male and female experiences that could be even more different and unequal.  相似文献   

18.
This article gives a review of feminist research into gender, school and education in Scandinavia in the light of feminist theory and politics. It is claimed that research up to now has been inspired by an ideological thinking, following the main concepts of feminism: (a) liberal feminism based on the philosophy of ‘sameness’ and equal opportunities, and (b) radical feminism based on the philosophy of ‘difference’ and equal worth. They have both been designed to qualify critique of the gender divided education pyramid, having either integration or segregation as the political perspective and either male as a norm or female as an ideal. However, the main point in the article is that at least in the Scandinavian countries and seen as a general trend we are now witnessing a breakdown of the former education pyramid. Women as a whole, but especially the young generation, have achieved a more equal position and they have moved into many former male‐dominated subjects and areas. This situation requires a new theoretical framework and a more specific research than we have seen up to now. At the same time post‐feminism is from a theoretical viewpoint challenging the former concepts, maintaining that we have to leave the essential thinking and absolute strategies in order to open up a field of research to plurality and a constructive uncertainty. The article ends by pointing out new directions and a theoretical outset.  相似文献   

19.
创造性叛逆——女性主义话语策略及其翻译观   总被引：2，自引：0，他引：2  
女性主义翻译观认为翻译是译者／女性实现其理论及政治主张的载体,主张翻译采用女性主义话语策略,使翻译活动为译者／女性提供话语生存空间。本文主要论述了女性主义翻译的三种主要实践方式：增补、劫持以及加写前言和脚注,旨在探讨女性主义翻译在翻译策略上实现文学翻译的创造性叛逆,从而实现其男女平权的政治诉求。  相似文献   

20.
This article explores the feminist politics of the National Union of Women Teachers (NUWT) between 1910 and 1930. It argues that the Union was as much a part of contemporary feminism as educational trade unionism. The feminist teachers were conscious of the effect of the State on their lives and saw their enfranchisement as a way of obtaining a voice in the educational and political arena. The article explores their development as equal rights feminists in the 1920s and indicates the relevance of much of their educational and political views for modern feminists.  相似文献   

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