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1.
Sharon Parsons 《International Journal of Science Education》2013,35(9):989-1005
This article relates stories of what I have learned by engaging in autobiographical analysis of my work as a science educator, over a seven year period. These stories can be described loosely as 'a play with three acts'. During each act I am played by a somewhat different feminist character who is not only influenced by her own pedagogical and philosophical underpinnings (feminisms) but, by her own disciplinary and institutional contexts. The first act presents an historical feminist perspective. The second act can be described as an emerging postmodern feminist story. The third act is a feminisms story which is where I currently locate my practice. 相似文献
2.
ALISON BARTLETT 《Gender and education》1998,10(1):85-92
3.
JO BOALER 《Gender and education》1997,9(3):285-305
ABSTRACT In this paper I consider what appears to be an emerging feminist perspective within mathematics education that suggests that theories such as 'attribution theory' lay too much 'blame' upon girls and women for their underachievement in mathematics and not enough blame upon the wider school system. I attempt to extend this theoretical position further through the use of case study data from two schools. Interviews with underachieving girls are used to show the way in which girls link their underachievement, not to themselves, but to the type of mathematics that is widely taught in the UK, which they believe denies them access to understanding. An alternative model of mathematics teaching is described that is open and project-based and that may be able to eradicate underachievement and disaffection amongst girls. 相似文献
4.
Annie G. Rogers 《International journal of qualitative studies in education》2013,26(3):245-251
In this paper I explore what it means to write as a woman by uncovering Marguerite Sechehaye's unclaimed contributions to psychoanalysis through a feminist reinterpretation of her writing. Analyzing two discrepant accounts of a treatment relationship, a first‐hand account written by Renee, a young woman who was Sechehaye's patient, and Sechehaye's own writing about this case, I interpret the shifting voices in these accounts and discover a method of “locating the feminine not‐said” [Showalter, 1985] in women's writing. This feminist understanding of Sechehaye's work involves entering women's stories, often informed and inflected by male perspectives, in order to uncover subtexts of resistance to and revision of a dominant view. I argue that the dilemma Sechehaye faced reflects a contradiction in the education of women: to learn a dominant discourse is necessary to gaining entry and voice within any of the professions, yet taking on a dominant discourse often means leaving one's knowledge as a woman largely unclaimed, obscuring a critical and original perspective. 相似文献
5.
JULIE MCLEOD 《Gender and education》1998,10(4):431-444
This article argues that we need to understand feminist interventions- in education and other social domains- as both emancipatory and disciplining. While it is acknowledged that feminist reforms have made many positive and desirable changes in education, this article addresses the impact of these reforms from another perspective. It analyses the normative ambitions and the utopian hopes of feminist education and suggests that the Foucauldian concepts of 'technologies of the self' and 'governmentality' offer new and fruitful ways for theorising the relation between (feminist) strategies of social, educational and personal reform. These arguments are explored in dialogue with a historical case study of 1970s feminist pedagogical reforms in Australia. The article interprets pedagogical strategies based on sex-role socialisation models as developing techniques for regulating and remaking the self and as productive of feminist truths about gender identity and difference. These pedagogies articulated feminist ambitions to reform the sex role and to produce non-sexist, self-monitoring and androgynous pupils. Such attempts to remake gender illustrate some of the ways in which feminism, while a critical social movement which has achieved genuinely emancipatory outcomes, is also necessarily a governmental and normative practice. Finally, this article underlines the imperative for properly historical and self-reflexive accounts of familiar and favoured narratives about the promise of feminism. 相似文献
6.
HINDA AVERY 《The International Journal of Art & Design Education》1994,13(1):65-71
In this paper I argue for a feminist perspective as a basis on which to restructure built environment education. The paper is divided into two parts: first I will present certain issues in the literature on women and urban structure as a rationale for including women's issues in built environment education, and second, I will argue the problem - that built environment education lacks gender equitable curriculum. 相似文献
7.
MICHELLE COMMEYRAS 《Gender and education》1996,8(1):31-48
The purpose of this study was to analyze the content on women in three secondary school world history textbooks used in the USA from one feminist perspective. The analyses involved recursively reading, coding, and interpreting all of the content pertaining to women across the three texts. The macroanalysis yielded a 16-category coding scheme that reflected the areas most emphasized in the presentation of women's contributions to world history, at least as described in each of the textbooks. The microanalysis was conducted to examine the language used for the content coded 'women's rights' and similarly for that coded 'power', 'fighters', or 'mediators'. The results of this feminist content analysis of world history textbooks signal the importance of teachers and students engaging in reading subtextually and resistantly. 相似文献
8.
19世纪的英国,在女权主义思想感染下,面对妇女无权的社会现实,中产阶级妇女自我意识逐步觉醒,并广泛参与到当时的女权运动中。她们的维权和参政活动改善了妇女自身的生活和精神面貌,重塑了妇女在资本主义公共领域中的角色定位,建构了妇女自我意识觉醒发展的新内涵,并由此推动了英国民主化进程。 相似文献
9.
This article reports a study of Australian and Canadian women in management positions in university faculties of education. It provides a perspective on the contradictory and multilayered experiences of the first cohort of academic women to reach management positions in any significant numbers in education. The article explores the way in which women are positioned as different but at the same time negotiate their place by using marginality and difference as strengths. Many of the women continue to hold to feminist agendas that were forged in relation to the university of a quarter of a century ago. They have strong commitments to 'making a difference'. The authors raise the question of how these agendas will operate in the years to come and whether we can anticipate a new feminist politics of leadership. 相似文献
10.
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
11.
From a feminist perspective, I am interested in 'women's ways of knowing' ( Belenky et al., 1997 ) and the relationship between knowledge, difference and power ( Goldberger et al., 1996 ). Here I trace the relevance of Gramsci to my own feminist consciousness, and the part he played in my journey to praxis. I also address feminism's intellectual debts, most particularly in relation to the concept of hegemony. The intellectual context has shifted in emphasis from macro- to micro-narratives which reject Marxism as masculinist and dichotomous. The dilemma has been an overemphasis on the personal-cultural at the expense of the collective-political, distracting us from action for social justice at the same time as globalisation is creating escalating world crises of justice and sustainability. In conclusion, I advocate a re-reading of Gramsci in the light of key feminist critiques of class and patriarchy in order to develop i) analyses based on multiple sites of oppression and ii) action which reaches from local to global through alliances to achieve a more integrated feminist praxis. Throughout, I use 'dis'ability and 'race' to denote the socially constructed nature of these concepts. 相似文献
12.
SUE MIDDLETON 《Gender and education》1995,7(1):87-100
This paper arises from my work as a teacher of courses in feminist educational theory in a New Zealand university. Students usually encounter educational theories as disembodied abstractions scattered in fragments in various, often seemingly unrelated, courses. In a crowded curriculum there is little space for them to create their own educational theories or to reflect on the processes of educational theorising. In this paper I speak with two voices as a means of modelling - for students and teachers of feminist courses - a process of doing educational theory. It is written in two columns. In the left-hand column I speak with an academic voice. I begin by reviewing some theoretical writings of post-modernist theorists who have drawn attention to the ways our educational and social theories are generated by our circumstances - biographical, historical, cultural, generational, and geographical. I then argue that post-modernists have seldom practised what they preach - their abstract, and often inaccessible, writings remain severed from the lived realities at their base. In the right-hand column I speak with a more personal voice. I introduce some everyday experiences which are usually rendered invisible in academic writing in order to demonstrate how a few moments of 'lived reality' can be generative of feminist educational theory. The paper also contains ideas about how its unorthodox form can be used to trigger multiple and idiosyncratic readings and as a trigger for students' writing. 相似文献
13.
KELLY COATE 《Gender and education》1999,11(2):141-159
This article is a historical look at the struggle to integrate feminist knowledge into the mainstream higher education curriculum in the UK. The research presented is based on interviews with academics and students of an 'old' university during the late 1960s to the mid-1980s. It forms part of a larger research project on the history of women's studies in higher education in the UK, and is a case study of one institution which resisted the integration of feminist knowledge into the mainstream curriculum. Through an examination of the social relations of the University and the structure of the curriculum, it is argued that feminist knowledge was 'silenced' to a certain extent. The factors which contributed to the resistance of feminist interventions serve to illuminate various aspects of the culture of higher education in the UK, which has historically viewed feminist knowledge, and women's studies, with a degree of ambivalence. 相似文献
14.
Annette Gough 《Environmental Education Research》1999,5(2):143-161
In the past, women have been overlooked in most environmental education programmes through being subsumed into the notion of ‘universalized people’. However, women have a distinctive contribution to make to environmental education pedagogy and research which needs to be foregrounded. This article reports on research into the gaps and silences present in policies, pedagogy and research in environmental education from a feminist perspective. This research has been inspired by feminist critiques of critical pedagogy and the potentialities of feminist poststructuralist methodologies. In particular I focus on the silencing of marginalized perspectives in environmental education policy development, as well as in research conducted from the perspective of the dominant positivist research methodologies, and argue for the possibilities for new directions when poststructuralist pedagogies and research methodologies are used in environmental education. 相似文献
15.
Horizontal Solidarities and Molten Capitalism: The subject,intersubjectivity, self and the other in late modernity 总被引：2，自引：0，他引：2
Valerie Hey 《Discourse: Studies in the Cultural Politics of Education》2002,23(2):227-241
Friendship is a generative topic because it covers questions about the self and the social, so encompassing the political, public, personal and interpersonal negotiation of difference. Friends can embody the resistance as well as the enactment of 'fixing' positions as shown within recent ethnographic work on friendship as identity work (Hey, 1997 , 'The Company She Keeps' , Open University Press). Theorised as a practice about making up and breaking up--about coming to understandings and mis/understandings--friendship has been taken as a metaphor as well as a statement about the im/possibilities of citizenship (Hey, 2001, 'Dancing Round Hanbags', University of Lisbon). This collection of Discourse articles on re-theorising friendship is exceptionally timely as the authors contribute to debates about the regulation of childhood as well as new times social theory. They reveal friendship as the site of reflexivity and tradition and in so doing show it as one of the few social and interpersonal relations in which young children can exercise any form of social control. These accounts might then be said to provide a particularly useful reality check upon the competing versions of 'the private (subject)' found in contrasting accounts of late modernity. In this article I seek to set this work on relationship cultures against a brief discussion of the current provenance of the subject in recent social theory. In scanning high abstraction I argue for more modest explorations in the making of inter- and intra-subjectivity associated with feminist poststructuralist work on class, gender and social difference. 相似文献
16.
Douglas E. Foley 《International journal of qualitative studies in education》2013,26(4):469-490
This paper explores the recent debates on ethnographic writing by explicating four types of reflexivity: confessional, theoretical, textual, and deconstructive. It then illustrates how the author has incorporated such reflexive practices into his recent ethnographies. The paper generally advocates blending autobiography and ethnography into a ''cultural Marxist'' standpoint. This perspective also draws upon multiple epistemologies and feminist notions of science, and it highlights the importance of writing in ordinary language. Such narrative experimentation aims to replace the old scientific ethnographic realist narrative style with a more reflexive realist narrative style. The author argues that reflexive epistemological and narrative practices will make ethnography a more engaging, useful, public storytelling genre. 相似文献
17.
MAGGIE A. LABINSKI 《Journal of Philosophy of Education》2017,51(1):281-297
Many feminist philosophers of education have argued that the teacher's pleasure plays an important role in the classroom. However, accessing such pleasure is often easier said than done. Given our current academic climate, how might teachers develop pedagogical practices that cultivate these delights? This article investigates the (rather surprising) response to this question offered in Augustine's De catechizandis rudibus. Despite his reputation as a pleasure‐hater, Augustine spends the majority of his text defending the delights of teaching. In particular, Augustine argues that if teachers wish to find pleasure in teaching, they would do well to study the pleasures of mothers. To this end, I analyse the nature of Augustine's maternal appeal. What insight does Augustine find in the experiences of mothers? In what way does he hope his colleagues will allow these experiences to shape their pedagogies? I conclude by exploring the benefits and the risks of Augustine's claim for those who teach in the contemporary feminist classroom. Augustine's defence of pedagogical pleasure suggests that he shares a common interest with feminist philosophers. But, the social/political limits of his account highlight the value of submitting such pleasures to the terms of feminist critique. 相似文献
18.
Barbara Humberstone 《Quest (Human Kinetics)》2013,65(2):144-157
This paper is concerned with ethnographic research from a feminist perspective, focusing upon outdoor and adventurous education. In this paper participants' views and perspectives are located within the wider social, material, and economic context. Evidence suggests that stereotypical assumptions about masculinity and femininity are challenged and gender relations altered through adventurous activities. Not only is it important to recognize the structural inequalities of patriarchy, but it is important to examine situations that could provide opportunities for a shift in gender power relations. Although outdoor education in research in mainstream physical education and feminist research is generally nonexistent, reflexive, sensitive research from feminist perspectives can further develop the understanding of contexts and processes that may promote social change. 相似文献
19.
Michael W. Apple 《British Journal of Sociology of Education》2002,23(4):607-616
In this article, I focus on some of the ways Basil Bernstein's positions can help us understand the question of the relative autonomy of the school and of the 'class belongingness' of its cultural dynamics. In the process, I show how this differentiation of various social fields of power and of the complex ways in which class relations work within them enables a considerably more subtle perspective on 'who controls what' and on what that 'what' actually is. I also argue that we cannot fully answer the question of whether schools can 'create a new social order' unless we unpack the relations of outside to inside, of what constitutes the inside, and especially of what the specific power relations are both within what Bernstein calls 'the symbolic field' and between it and 'the field of production' and the 'field of the state'. Of particular importance here is the notion of the 'pedagogic device', Bernstein's apparatus for demonstrating the specific cultural configuration that enables us to uncover 'why things stay the same' and how they might be different. For Bernstein, the issue became not only explaining change, but also explaining what he saw as the remarkable stability and similarity of education among different political economies. I use as an example the pedagogic device in one specific nation and demonstrate how we can employ it to more rigorously focus our attention on the possible effects education itself has. 相似文献
20.
Belinda A. Stillion Southard 《Communication quarterly》2013,61(2):149-167
Much scholarly debate surrounds the extent to which female situation comedies make feminist contributions, particularly in a postfeminist context. While Sex and the City (SATC) can be read as a postfeminist text, this essay aims to recover the show's feminist meanings. To that end, this essay situates SATC within three key feminist struggles—between the individual and the collective, feminism and femininity, and agency and victimization. As Carrie, Charlotte, Miranda, and Samantha face each of these struggles, they often embody complex feminist identities. Exploring these complexities will highlight SATC's participatory elements as they relate to the ongoing feminist project. 相似文献