共查询到20条相似文献，搜索用时 453 毫秒
1.
Fin Cullen 《Gender and education》2010,22(5):491-504
Over the past decade much has been written by journalists, policy makers, and academics, about young women's leisure time pursuits. A great deal of this interest has focused around a concern that teenage girls in the UK are taking up smoking in larger numbers than their male peers. This paper draws on findings from my small‐scale doctoral research into teenage girls' use of tobacco and alcohol in a town in southern England. I examine young women's use of cigarettes as an informal social currency, and as a way of thinking about such tobacco use beyond the deficit model of the young female smoker common to many drugs education interventions. In this paper I draw upon theoretical material from the social theories of exchange to explore how young women's reciprocal networks of cigarettes operate to underpin friendships and mobilise power within girls' social networks. I explore how smoking as a reciprocal gift‐giving practice supports and maintains friendship groups and particular gendered practices. My argument is that teen girls create and sustain bonds of friendship through their use and exchange of cigarettes. I want to suggest that within the girls' friendship groups, the flow of branded cigarettes as a resource highlights alliances, inter‐group rivalries, and provides space for the production and negotiation of teenage ‘cool’ femininities. 相似文献
2.
Margaret Walshaw 《British Journal of Sociology of Education》2006,27(5):555-567
Changes in participation and achievement patterns mark a turning point for girls in schooling and place female empowerment squarely in the public domain. Using data from a longitudinal study of girls, this paper looks at female empowerment by exploring the relationship between the production of female subjectivity and the processes operating in social spaces. Findings relating to aspirations for girls’ future careers are placed within a context of decile school ratings, and from those findings insights are offered about how the rhetoric of ‘girl power’ is lived and spoken into existence in relation to categories of social class. By examining how schooling, family and classed processes weave through hopes and dreams, the intent is to contribute towards a line of discussion about the shaping of female subjectivities. 相似文献
3.
Normative cruelties and gender deviants: The performative effects of bully discourses for girls and boys in school 总被引：1，自引：0，他引：1
Since the 1990s the educational community has witnessed a proliferation of ‘bullying’ discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse ‘bullying’ operates to simplify and individualise complex gendered/classed/sexualised/racialised power relations embedded in children's school‐based cultures. Using a feminist post‐structural approach, this article critically traces the discursive production of how the signifiers ‘bully’ and ‘victim’ are implicated in the ‘normative cruelties’ of performing and policing ‘intelligible’ heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as ‘natural’. The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school‐based gender violence, and some new research directions are suggested. 相似文献
4.
Education for Irish women and girls developed significantly in the period 1830–1910. During this time, formal state‐funded education systems were established in Ireland by the British government. Some of these systems included females from their inception and some attempted to exclude girls and women. This article charts the opening up of formal schooling and university to Irish girls and women, examining the points at which they were excluded, the alternative educational provision developed by Protestant women and Catholic religious, and the means whereby the case for female education was successfully made. Moving from the public/private paradigm which has dominated much of the discussion around women's education for the period in question, the article focuses on what was occurring in some political and social institutions of the period and identifies women's agency and autonomy within such institutions. Through ‘mapping’ this ground, the article notes women's success in gaining access to institutions previously dominated by men, and highlights areas that require sustained scrutiny by scholars. 相似文献
5.
Yvon Appleby 《International Studies in Sociology of Education》2013,23(1):67-86
ABSTRACT Lesbian women's experiences of education frequently occurs within a contradictory public relationship: their identity ‘woman’ is usually ‘visible’ whilst their identity ‘lesbian’ remains generally ‘invisible’ ‐ both in educational settings and within wider educational discourses. By drawing upon examples of self‐understanding of lesbian identity this paper discusses the meanings and connections between these two identities from the perspectives of lesbian women themselves. The inclusion of self‐understanding of lesbian identity as a central feature in exploring the relationship of lesbian women and education permits a discussion of both lesbian oppression and lesbian agency. I will discuss this with reference to my recent study of lesbian women and education. The inclusion of self‐understanding of lesbian identity illuminates the complex relationships which exist between individual identity meanings and those which are socially constructed and maintained within an educational system based upon the ideology of heterosexism. 相似文献
6.
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
7.
Anna Robinson‐Pant 《Gender and education》2004,16(4):473-489
This article looks at how far educational approaches to gender equity can be packaged and exported to developing countries. I analyze current discourses on women's education at international, national and local levels. Drawing on detailed ethnographic data from Nepal, I argue that issues around gender and education need to be addressed as ideological in nature, rather than a technical matter of tackling ‘drop out’ from women's literacy classes or getting more girls into school. From talking about ‘change’, ‘transformation’ and ‘access’, we need to think more about what is being changed to what and whose values underlie specific educational approaches. 相似文献
8.
Amanda Keddie 《British Journal of Sociology of Education》2014,35(3):353-370
This article focuses on the concerns expressed by three female Muslim educators who are support staff at an English comprehensive school. Consistent with the debates associated with multiculturalism, group rights and feminism, the article illuminates spaces of gender constraint and possibility within the discourses shaping these women’s lives and the lives of the Muslim girls they educate. With reference to an initiative at the school designed to support these girls’ greater self-determination – an Islamic discussion group – the article highlights the significance of a justice politics that begins with overcoming relations of status subordination rather than on differentiated group identity. 相似文献
9.
Gergana Alzeer 《Gender and education》2018,30(3):360-378
This article is concerned with gendered spaces as they emerge from exploring Emirati female learners’ spatiality in a single-gender context. By conducting ethnographic research and utilising Lefebvre’s triad of perceived, conceived and lived space for the analysis and categorisation of students’ spaces, three types of gendered spaces emerged: ‘generally’, ‘absolutely’ and ‘conditionally’. These spaces were grounded in the sociocultural context of the institute and its participants. The research also revealed the dynamics associated with such gendered spaces, including mobility restrictions and the agency of the female learners through the ways these females contested gender segregation practices, negotiating and attempting to establish new positions of power within cultural and institutional constraints. 相似文献
10.
Gender segregation in employment may be explained by women's reluctance to choose technical occupations. However, the foundations for career choices are laid much earlier. Educational experts claim that female students are doing better in math and science and are more likely to choose these subjects if they are in single-sex classes. One possible explanation is that coeducational settings reinforce gender stereotypes. In this paper, we identify the causal impact of the gender composition in coeducational classes on the choice of school type for female students. Using natural variation in the gender composition of adjacent cohorts within schools, we show that girls are less likely to choose a traditionally female dominated school type and more likely to choose a male dominated school type at the age of 14 if they were exposed to a higher share of girls in previous grades. 相似文献
11.
This article explores how six teenage girls talk about being smart in the wake of celebratory discourses touting gender equality in education and beyond. Set against the neo-liberal backdrop of ‘What about the boys?’ and ‘girl power’, it is assumed that smart girls today ‘have it all’ and, therefore, no longer require feminist interventions in the school. Issuing a challenge to these post-feminist assumptions, we highlight complex narratives of girls’ academic success, including post-feminist narratives of individualisation and the ‘supergirl’, alongside feminist narratives of gender inequality in the school and the broader social world. We conclude by highlighting the impossible terms within which post-feminism frames girls, and the dangers that this pervasive discourse poses to girls’ educations. 相似文献
12.
This article examine some of the ways in which girls are discursively set up as subordinate in relation to boys and men by and within the digital games industry and culture at large, and how they push back on these imposed subjects positions when engaging in media production (game development) under both regular and inverse conditions. Expanding on our previous research on gender and game play, this project explores how the hegemonic discourses of female participation in games culture are taken up by girls who want to make their own digital games. We employ a poststructural understanding of gender and power as fluid and produced through and within social relations to demonstrate how participants are not helpless victims of subjection. Rather, these girls are active in the construction of their own subjectivities, leveraging different aspects of their identity and/or exercising an institutionally sanctioned (albeit temporary) autonomy to resist discursive positioning. 相似文献
13.
Adolescent girls and young women in urban slum areas in developing countries face a myriad of challenges regarding education, sexual health, livelihoods and gender-based violence. One way of understanding how these challenges interact with each other is through the Asset Building Framework, which posits that girls need a combination of social, health and economic assets in order to make a healthy transition from childhood to adulthood. This study sought to examine barriers and facilitators to health behaviour change and economic activity for girls within the context of this framework. It involved a combination of focus group discussions and in-depth interviews with 128 young women who were in the age range of 18–25 years, living in various slums in Nairobi, Kenya. We found that economic assets reduce young women's dependence on others (especially parents and relationships with men) so that they are able to make positive changes in health behaviour. Social networks, self-esteem and financial literacy all played important roles in positively positioning girls to make the transition to economic activity safely and successfully. We suggest that programmes that seek to improve girls’ and young women's health behaviour or economic activity include elements of asset building within all three categories of assets. 相似文献
14.
ActionAid International implemented an action-research programme on women's unpaid care work in rural Nepal from March 2011 to December 2012. This social empowerment methodology, Reflect, enabled 106 women to gain recognition for their unpaid care work through their own collection of time-use data. The literacy skills women acquired facilitated greater representation in community meetings calling for a reduction in their unpaid care work rather than shifting this work to girls. The article draws on Fraser's model of gender justice to explore how women's literacy, girls’ education and a more equitable balance of care work are needed to improve women's status. 相似文献
15.
Deevia Bhana 《British Educational Research Journal》2018,44(1):80-93
Girls’ vulnerability to sexual violence and harassment is a recurrent theme in much of the literature on schooling in sub‐Saharan Africa. Within this research, girls are often framed as passive victims of violence. By drawing on a case study, this paper focuses on 12 to 13‐year‐old South African school girls as they mediate and participate in heterosexual cultures that are simultaneously privileging and damaging. Set against the wider social context where violent gender relations are key to the building blocks of patriarchy, the paper examines how heterosexuality underscores the formation of femininity as girls engage with and participate with each other and boys in informal school relations. To this end, Butler's concept of the ‘heterosexual matrix’ is deployed to examine how girls navigate the wall of male power, where the ‘real’ expression of femininity is embedded within heterosexuality. The paper explores girls’ investment in heterosexual cultures in the school playground and on ‘dress‐up Friday’ to examine how gender power inequalities and violent relations manifest. In expanding the analysis of heterosexuality to primary school contexts, the paper broadens the focus of school‐based gender and sexualities research in sub‐Saharan Africa to address a neglected area of younger girls’ femininity and their active agency. The paper argues for the importance of addressing primary school girls, femininity and the power of heterosexuality through which relations of inequalities operate. 相似文献
16.
Jessica Ringrose 《British Journal of Sociology of Education》2008,29(5):509-522
The present paper explores the conceptual limitations of the bully discourses that ground UK anti‐bullying policy frameworks and psychological research literatures on school bullying, suggesting they largely ignore gender, (hetero)sexuality and the social, cultural and subjective dynamics of conflict and aggression among teen‐aged girls. To explore the limitations of bully discourses in practice, the paper draws on a pilot, interview‐based study of girls’ experiences of aggression and bullying, illustrating how friendships and conflicts among the girls are thoroughly heterosexualized, en‐cultured and classed. Drawing on girls and parent interview narratives, I also trace some of the effects of bully discourses set in motion in schools to intervene into conflicts among girls. I suggest these practices miss the complexity of the dynamics at play among girls and also neglect the power relations of parenting, ethnicity, class and school choice, which can inform how, why and when bullying discourses are mobilized. 相似文献
17.
Brooke Midkiff 《Gender and education》2015,27(4):376-392
This study analyses women faculty's discourse about feminism, themselves, and their professional experiences as scholars in the North American university context. This case study pushes at the boundaries of what we believe we know about ‘the gender question' in the academy, opening a discursive space for scholars to examine university policies and practices. Poststructuralist emphasis on the complexity and changing nature of power relations offer a framework that makes sense of the ways in which women are simultaneously affected by power relations and engage in power relations. I use feminist poststructuralist discourse analysis to analyse women's talk about their experiences in order to carve a path for moving beyond the deconstruction of discourse in order to unpack how it marginalises and silences women, even within and to themselves. 相似文献
18.
Linda Stepulevage 《Gender and education》2001,13(3):325-338
This article is concerned with gender and technology relations in education. More specifically, it focuses on assumptions made about girls' and young women's developing identity within the context of the computing and/or technology classroom in primary and secondary schools. The article argues that we must explore what is invisible yet taken for granted in social-constructionist analyses of gender-technology relations: that these relations are situated within heterosexual social norms. Research studies in computing and technology classrooms are considered in detail in order to explore questions concerned with girls' constructed 'incompetence'. The article concludes that there needs to be an analysis that considers the interrelationship between computing and gender and heterosexuality in the classroom to help broaden our understanding of how girls and women might develop knowledge and skills in locations that are gendered masculine. 相似文献
19.
The purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self-confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs. 相似文献
20.
Family learning has been an important mode of education deployed by governments in the United Kingdom over the past 20 years, and is positioned at the nexus of various social policy areas whose focus stretch beyond education. Drawing on qualitative research exploring mothers’ participation in seven different family learning programmes across West London, this paper looks at how this type of education is mobilised; that is, how mothers are ‘encouraged’ to participate and benefit from this type of programme. Framed by a neo-liberal policy climate and Foucauldian writings on governmentality and surveillance, we explore how participating mothers are carefully ‘targeted’ for this type of learning through their children and through school/ nursery spaces, and how programmes themselves then operate as a supportive social space aimed at facilitating social networks, friendship and personal development linked to positions of gender, ethnicity, class and migrant status. It is the socio-spatial workings of ‘supportive’ power and power relations that enable family learning to be mobilised that ensures its popularity as a social policy initiative. 相似文献