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1.
National gender equity and schooling policy in Australia: Struggles for a non-identitarian feminist politics 总被引：1，自引：0，他引：1
Amanda Keddie 《The Australian Educational Researcher》2009,36(2):21-37
This paper tracks the development of gender equity and schooling policy in Australia from theNational Policy on the Education of Girls in 1987, to current policy concerns with boys’ educational underperformance. The paper’s key focus is on the ways in which feminist
informed equity policy has been undermined by broader imperatives of economic rationalism and anti-feminist discourses. Drawing
on Nancy Fraser’s understandings of distributive and cultural gender justice and her notion of a nonidentitarian feminist
politics, the paper critically examines the ways in which such imperatives have re-articulated equity and schooling concerns.
Through these lenses, the limitations of the affirmative gender binary politics and remedies that have dominated gender and
schooling reform in Australia are highlighted. The paper concludes with an illumination of the gender justice spaces currently
being mobilised in Australian schools. Such spaces, it is argued, fostered within a context of increasing autonomy and self-management
for schools, are providing avenues for creative and disruptive (pro)feminist activism. 相似文献
2.
In this article, we present a case study of a beginning science teacher’s year-long action research project, during which
she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed
for career changers from science professions who had moved to teaching middle grade science. An extended action research experience
in the second year of induction proved valuable to her in learning how to modify her teaching to reach her goal, using evidence
of student learning as her guide. This article closes with reflections on the value of extended action research within science
teacher preparation, particularly early in one’s career, and explores the promise for ongoing practice-based professional
development throughout a teacher’s career. 相似文献
3.
Beliefs and attitudes resulting from the unique life experiences of teachers frame interactions with learners promoting gender
equity or inequity and the reproduction of social views about knowledge and power as related to gender. This study examines
the enactment of a female science teacher’s pedagogy (Laura), seeking to understand the implications of her beliefs and attitudes,
as framed by her interpretations and daily manifestations, as she interacts with students. Distinct influences inform the
conceptual framework of this study: (a) the social organization of society at large, governed by understood and unspoken patriarchy,
present both academically and socially; (b) the devaluing of women as “knowers” of scientific knowledge as defined by a western
and male view of science; (c) the marginalization or “feminization” of education and pedagogical knowledge. The findings reflect
tensions between attitudes and beliefs and actual teacher practice suggesting the need for awareness within existing or new
teachers about their positions as social agents and the sociological implications related to issues of gender within which
we live and work, inclusive of science teaching and learning. 相似文献
4.
Conclusion The partnership that Bloomsburg University’s Institute for Interactive Technologies and Department of Instructional Technology
have created with its CAC members provides current students with a rich and rewarding experience. The students are provided
opportunities to hear from professionals in the field and are given the experience of preparing a realistic proposal, prototype
and presentation. Their experience, in turn, prepares them to become contributing members in corporations as soon as they
are hired.
In fact, Nancy and her team from Workforce Interactive did an excellent job with their presentation. Nancy received many job
many offers with various CAC member companies. She eventually took a position and has started a career as an instructional
technologist. Almost immediately, she was made project manger of a major web-based training initiative. Now that her experience
presenting to the CAC is finally over and she is gainfully employed, she can’t wait to return to Bloomsburg. Only this time,
Nancy will be sitting on the other side of the table and armed with questions she has already been asked by clients. 相似文献
5.
Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献
6.
A framework for gender justice: Evaluating the transformative capacities of three key Australian schooling initiatives 总被引：4，自引：0，他引：4
Amanda Keddie 《The Australian Educational Researcher》2005,32(3):83-102
Through a feminist agenda that seeks to redress gender inequities through remedies of redistribution and recognition, this
paper draws on Fraser’s work (1997) to articulate a framework of transformative justice. In moving beyond the competing logics
underpinning such remedies, this framework adopts a transformative theory and politics in problematising and seeking to restructure
the inequitable gender differentiation of political-economic structures and social patterns of representation, interpretation
and communication. This framework of gender justice is presented as useful in evaluating the ideologies and practices of particular
schooling initiatives and thus is drawn on to critically assess three initiatives that currently seek to address issues of
social/gender equity in education within Australia: The New Basics Project, The Productive Pedagogies Framework and the Success
for Boys initiative. In particular, the paper critically explores these initiatives in terms of their capacities for enabling
or constraining a transformative redistributive and cultural gender justice. 相似文献
7.
Maria S. Rivera Maulucci 《Cultural Studies of Science Education》2008,3(1):17-42
This study reports a subset of findings from a larger, ongoing study aimed at exploring interactions between teacher identity,
learning, and classroom practices in a social justice teacher education program at a selective liberal arts college in New
York. This case-study explores the journey of Elena, as an immigrant, a student, and a pre-service teacher candidate towards
becoming a social justice educator. Elena reflects upon her school language experiences as an immigrant youth, her learning
in a social justice teacher education program, and her field experiences in an international high school. The analysis spans
macro-, meso-, and microlevels to explore the ways globalization, particularly immigration, as well as schooling policies
for English language learners interact with aspects of Elena’s core identity, particularly in school settings. The findings
show some of the ways language and literacy verified and/or denied aspects of Elena’s core identity; specific instances where
second language proficiency was cast as power and privilege versus disadvantage according to ethnic, language, and class categorizations;
and the struggles Elena, and other immigrant youth may face given the focus on English language acquisition and high stakes
accountability in schools, at the expense of students’ primary language proficiency and affirmation of core identity markers.
相似文献
| Maria S. Rivera MaulucciEmail: |
8.
Sue Willis 《The Australian Educational Researcher》2002,29(2):115-129
For over a decade I have been involved in state and national Level curriculum and professional development projects that have required of me that I ‘act’. During the same period my research has focused on educational reforms within a social justice framework and on the development of informed numeracy in children and adolescents. In this paper I consider how children, different children learn and understand counting. In doing so, I reflect upon my experiences as a curriculum developer who is constantly uneasy, often frustrated and occasionally made anxious by the disjunction between what she understands and what she does and perhaps more importantly what she doesn't understand but nevertheless does. 相似文献
9.
The author contends that career education has lost its way, and needs to be (re)located within a critical social justice framework
if it is to effectively prepare young people to engage with the social, political and economic discourses that inform the shaping of ‘career(s)’. Relating to the New Zealand context,
differing versions of social justice are outlined, the challenges for career education explored, and the potential for change
discussed. 相似文献
10.
Zenub Kakli 《The Urban Review》2011,43(2):175-195
In recent years, much research has documented the benefits of parent involvement and offered strategies on how educators can
encourage parents’ participation in their children’s education. While the literature has brought much needed attention to
school-family relationships, little is known about parents who are activists for educational improvement beyond their own
children’s schooling and who concern themselves with district policymaking and governance. This article offers a portrait
of one African American mother who is an education activist in Boston, Massachusetts. Drawing on social movement and Black
feminist theories, the portrait documents how and why she has devoted her life to educational reform and equity with an emphasis
on racial equality. The article concludes with a discussion of two possible factors that contribute to the making of an education
activist: the development of a political racial identity and educators’ support for education activism. 相似文献
11.
12.
Grady Venville 《Cultural Studies of Science Education》2009,4(2):323-334
In this article I initially borrow a metaphor from an art exhibition, Ocean to Outback, as a way to express my perspective on the contribution that Léonie Rennie has made to science education in Australia. I
then consider Léonie’s contributions as overlapping themes. In particular, Léonie’s well-known research on gender and issues
of equity in science education is explored as well as her highly regarded work on learning science in out-of-school settings.
Curriculum integration is a less well-known aspect of Léonie’s research that also is considered. Léonie’s important contributions
to research training and policy in science education are briefly described and commented on. Finally, I return to the metaphor
of Ocean to Outback that reflects the enormity of the contribution that Léonie has made but also gives insight into her personal journey and
qualities.
相似文献
| Grady VenvilleEmail: |
13.
Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(3):569-586
This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary
teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I
argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating
their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage
in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents
in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that
emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools
prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory
science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a
teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger
links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms
that support minority students’ success in science.
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
| Bhaskar UpadhyayEmail: |
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
14.
Nagwa Megahed Stephen Lack 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,16(3):397-418
One aspect of the call for democracy in the recent Arab region uprisings is the issue of women’s rights and gender equality.
Three cultural and ideological forces have continued to shape the gender discourse in Arab Muslim-majority societies. They
are: “Islamic” teaching and local traditions concerning women’s roles in a given society; Western, European colonial perception
of women’s rights; and finally national gender-related policy reforms. This paper examines the past and present status of
women and gender-educational inequality in the Arab world with particular reference to Egypt and Tunisia, prior to and post
colonialism. Special attention is given to colonial legacy and its influence on gender and education; to current gender practices
in the social sphere with a focus on women’s modesty (hijab); to international policies and national responses with regard to women’s rights and finally to female participation in pre-university
and higher education. These issues incorporate a discussion of cultural and religious constraints. The paper demonstrates
similarities and differences between Egypt’s and Tunisia’s reform policies towards gender parity. It highlights the confrontation
of conservative versus liberal ideologies that occurred in each country with the implementation of its gender-related reform
policy. 相似文献
15.
Stacey K. Sowards 《Quarterly Journal of Speech》2020,106(3):285-290
ABSTRACT Dolores Huerta, co-founder of the United Farm Workers Union, was and still is involved in a number of social justice causes, including voter participation. Since her days working at the Community Service Organization in the 1950s, she has long advocated for registering and organizing voters as part of a broader strategy to enfranchise Mexican, Mexican American, and other historically marginalized groups. This essay explores a few brief examples of her calls to get out the vote and participate in social movements more broadly to address the deep-seated problems of “citizenship excess” that face Mexican, Mexican American, and other immigrant communities (as well as many others) in the United States. In addition, Huerta has strongly advocated for “people power” as a way to get marginalized people into activism, especially those with intersectional identities related to race, ethnicity, gender, class standing, sexuality, and political orientations. 相似文献
16.
This article examines the implications for access and equity of the Syrian government’s efforts to reform higher education
in the country over the past decade. In the context of social and economic reforms that are moving the county from a state-controlled
to a social market economy, it focuses on adequacy in financing higher education, as well as efficiency and equity. Significant
progress has been made in access to higher education. The government has introduced a rich variety of options for accessing
higher education, resulting in a doubling of enrolled students over the past 10 years. In terms of equity, the gender gaps
in higher education enrollment and completion have all but disappeared nationally, although regional variations persist. The
study raises concerns about the system’s internal and external efficiency: despite some improvements, the quality of the curricula
and their relevance for the labour market remain serious issues. 相似文献
17.
18.
Despite calls for a more nuanced approach to issues of gender and equity that recognizes how broader relations of gender and power continue to produce injustices for many females, essentialized accounts expressing concern about boys’ poor educational performance remain the most common refrain in dominant equity discourses across Western contexts. This common refrain characteristic of current large scale gender reforms, such as Australia's parliamentary inquiry into the education of boys, Boys: Getting it right, is driven by a standards rather than social justice focus and thus creates silences around issues of gender injustice, power, and constructions of hegemonic masculinity. In this paper, I present “Sally's” story as a disruption of these silences. Sally is a young English teacher at “Penfolds College”, an all boys Catholic school in a large urban centre in Queensland (Australia). Her story, in illustrating how particular boys draw on broader discourses of masculinity to sexually harass and intimidate her, highlights the inadequacies of dominant public and policy discourse in terms of its failure to locate boys’ educational issues within broader contexts of inequitable gender relations. 相似文献
19.
Julia Pond 《Children‘s Literature in Education》2011,42(1):44-55
From the early 1940s until the late 1960s, Lois Lenski embarked on an exploration of American regions through children’s books.
This body of work, which has become known as Lenski’s Regional Series, began by exploring the regions Lenski herself experienced
each year as she traveled from Connecticut to Florida for her health. As Lenski realized the importance and success of these
books, demonstrated by a Newberry Medal award for Strawberry Girl in 1946, she broadened her reach to include more geographical
areas of the United States including such states as California and South Dakota. Through her books, Lenski emphasizes the
importance of community and shared nationhood even across regional lines. This paper examines Lenski’s regional series first
from her own purpose in aiming for objectivity and fact that she could communicate to children of other regions, instructing
and exposing them to new ways of life. Second, this paper considers the paratextual elements of the Regional series, the forewords
and the maps that accompany each book, to reveal the ideology that Lenski unconsciously incorporates into her stories. A product
of her time, Lenski may have been influenced by the government’s American Guide Series, created by the Federal Writers’ Project,
which demonstrates the same successes and flaws. Lenski’s maps in particular demonstrate the influence of a particular time,
the layering of fact and fiction, and the reflection of Lenski’s personal values of certain regional characteristics. Recognition
of the ideology incorporated into Lenski’s series remains important as child readers receive not objective fact, but one perspective
of their nation. 相似文献
20.
Cindy Rottmann 《Journal of Educational Change》2012,13(2):191-216
North American teacher unions’ positive contributions to educational change have historically flown under the radar of educational
policy makers, a situation that has been reified by recent attacks on public sector unions. In this article, I draw on social
movement theory and an institutional case study of a self described social justice union to analyze teacher unions’ unique
contributions to educational improvement. The primary product of this analysis is a cyclical model of union-supported, teacher-initiated
educational change that codifies 40 years of social justice activism incubated, supported and catalyzed by a Canadian teacher
union. 相似文献