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1.
《Ethnography and Education》2013,8(3):309-323
The changing social, cultural and economic conditions of transmigrant communities in rural Mexico require that women who stay behind, while their loved ones travel back and forth to the USA, create social relations that ensure their survival. From over five years of ethnographic research, this article explores the healing potential of women-centred teaching and learning spaces. By juxtaposing Ortega y Gasset's notion of vivencia – to live – with hooks' idea of collective healing and drawing on empirical data from Mexican rural women's convivencias (gatherings; coexistence), the author analyses the relationship between the mutual coexistence transpiring in women's gatherings and their survival (super-vivencia). 相似文献
2.
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
3.
Joe Curnow 《Gender and education》2013,25(7):834-850
In this paper, I employ situated learning theory to explore gendered processes of marginalisation and conscientisation in a social movement organisation. Using a student activist organisation as a case study, I explain women's awareness of and resistance to masculine performances of leadership and decision-making through the concept of gendered communities of practice and legitimate peripheral participation. I explore how gender inequality is performed in a community of practice, and how it both impedes and facilitates learning and resistance through legitimate peripheral participation. I attempt to bridge situated learning and conscientisation to better theorise the learning and resistance that occur when people are marginalised within communities of practice. 相似文献
4.
Lemuel Sollano Toledano Minie Rose C. Lapinid 《Educational Research for Policy and Practice》2010,9(1):41-57
This article argues that a commonly neglected dimension in service-learning pedagogy is the consideration of community perspectives
in developing these service- learning projects. Areas considered in this study were: (1) Community members’ needs and problems,
(2) Community members’ perceived roles and participation, and (3) Community members’ suggested activities and projects. This
article focused on the community members of Jaime Hilario Integrated School (JHIS), a Lasallian co-educational primary school
located in Sitio Look, Bagac, Bataan, Philippines. Interviews and focus group discussions (FGDs) were the qualitative research
methods used to identify possible service-learning projects that can be implemented by various educational institutions. Five
implications were drawn from the gathered data. The first implication is that it is important for educational institutions
to ensure that service-learning projects meet the needs of the community. Secondly, various sectors in the community have
unique needs to be addressed. Thirdly, aside from the common economic, education, and social services problems, rural poor
communities also need trainings on values formation and personal development. Besides the above, it is necessary that community
members be involved in the initial planning and development of service-learning projects and not merely participate during
the actual implementation. And lastly, given the poor understanding of community members on their roles and participation,
clear explanation of the goals of service-learning projects is perceived as a way of strengthening the relationship between
service-providers and recipients. 相似文献
5.
While much research has documented unsatisfactory sexual and reproductive health (SRH) awareness among young people in South Africa, understanding of gender differences in access to and evaluation of SRH information is limited. This paper concerned itself with men and women's informal sources and content of SRH, and gendered divergences around accessibility, evaluation, and impact of such information. Fifty sexual history narrative interviews and twenty-five narrative interviews with women were conducted with participants purposively sampled from a range of ages, cultural and racial backgrounds, and in urban and rural sites across five provinces in South Africa. Data were analysed using thematic analysis. While young women were more likely to learn about SRH information from family members, they also reported greater regulation concerning their sexuality. This could enhance stigma surrounding women's sexuality and hinder open communication. Men predominantly learned about sex through pornography and peers, which was reported to encourage sexual prowess to the neglect of practising safer sex. Lack of adequate SRH instruction for young people as revealed through the narratives had significant and often negative implications for men and women's early safer sex behaviours. In response to these insights, recommendations are offered to strengthen informal sources of SRH awareness. 相似文献
6.
This review critically examines the use in literacy research of Lave and Wenger's (1991) construct of legitimate peripheral participation (LPP), a view of learning as participation by which newcomers adopt a group's ways, moving from periphery to the center of a practice. From a search through 10 literacy-relevant journals from 1991 to the present, we purposively selected 20 pieces that relied centrally on LPP and analyzed these for ways in which practice and apprenticeship were instantiated. Regarding practice, we inquired about legitimacy and engagement; regarding apprenticeship, we asked about the deployment of experts' attention and the cost of newcomers' mistakes. Using the benefit of the 20+ years since the original publication, our critique offers six principles to evaluate researchers' use of LPP and community of practice as constructs to describe learners' experience, and summarizes how some of our 20 studies made felicitous use of the constructs and others less so. 相似文献
7.
Our study sought to understand changes in gender inequality in education across four generations of rural Chinese women's educational experiences in a small community in southern China. The 24 interviews and numerous informal conversations with 12 women showed that gender-based favouritism for men and against women undergirded family expectations, support, and decisions about women's formal education, but this manifested in different ways over generations. It appeared as strict gender division of labour within families, control, or ignorance of women's access to schooling, participants' emotional trauma, lower expectations of daughters' schoolwork, and gender-discriminating language in schools. 相似文献
8.
While previous research has focused on the relationship between education and women's empowerment in the public sphere, their empowerment in the private sphere has been less fully developed in empirical studies. Drawing on a theoretical model of change in marital relationships, this article examines how women who participated in an innovative secondary education program in rural Honduran Garifuna communities were able to negotiate more equitable roles in their intimate relationships. 相似文献
9.
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
10.
Roberto Diego Quintana 《The Journal of Agricultural Education and Extension》2013,19(3):111-119
During the 80s and 90s in Mexico there was a boost in participatory strategies developed, in order to solve serious deficiencies in community development programmes and projects. The mere existence of such methodologies, per se, does not guarantee the conscious and voluntary participation of rural inhabitants. The social energy mobilisation of the rural communities poses a great demand on those who monitor or implement participatory strategies: they have to take into consideration, among others, the preservation of the existing information about the community; the historical and subjective construction of the communities; respect for the existing structure and organisational forms; the specificity of the proposed objectives and their close relationship with specific operational strategies; and, respect for the time and pace of the communities, as well as the time, pace and movement of the organisational processes within these communities. 相似文献
11.
《Community College Journal of Research & Practice》2013,37(9-10):769-786
This feminist critique of articles published about women in the Journal of Community College Research and Practice from 1990 to 2000 considers the extent to which they use feminist literature, frameworks, and methodology. The authors interrogate these articles' findings and the implications drawn from them asking whether they serve feminist goals of social change, women's emancipation, and institutional transformation. The critique examined 15 women-centered articles and 11 articles that treated gender as a variable. The analysis illustrated how the application of feminist tools of inquiry can generate further insights about women's participation in the community college and calls for the empowerment of women as participants and researchers through more extensive integration of women's studies in graduate programs. 相似文献
12.
13.
By adolescence, men's participation and achievement in science exceeds women's. This article reports a case study that examined the beginnings of this gender differentiation during a naturally occurring academic activity that was designed to support and guide young children's interest in doing science. Data were collected during 2 successive years of a science fair for children in Grades 1–6 of a progressive private school. A total of 268 projects were characterized in terms of achievement and area of science. Parents provided information about the way children selected and created projects. In both years and in all grade levels, boys tended to choose to work in the physical sciences, and girls in the biological and social sciences. Peer collaborations were exclusively same sex. Achievement and parental involvement were not gender related. Factors are discussed that might lead to an early divergence of boys' and girls' interests in science within a context that promotes its exploration. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 845–857, 1998. 相似文献
14.
Kathleen Anne Wright 《The Educational forum》2013,77(4):345-360
New ways of participating in rural communities and in community development have evolved as the structure of rural communities has changed. In some communities, the impetus to redefine and reenergize is strong while, in others, ways to move forward have yet to be identified (Pomeroy 1997). Rural schools serve a vital role in recreating communities in a highly mobile, industrialized society. According to Lyson (2005, 26), “It is important for policy makers, educational administrators, and local citizens to understand that schools are vital to rural communities.” This article, which is a follow-up to the author's case study involving a small New Zealand rural school (published in The Educational Forum 2003), examines the vital role schools play in recharging small communities. 相似文献
15.
Young Imm Kang Song 《The International Journal of Art & Design Education》2014,33(2):242-257
This article explores how Johanson's ecological public art and landscape design addresses current social issues and community necessities. It also examines how her designs may serve as a communication tool for the surrounding society, and how her public art may provide new perspectives for community members, scientists, artists, engineers, architects and government officials in shaping the future of their communities. The purpose of this study was to inspire art and design students in thinking about their future projects. This phenomenological case study highlights Johanson's works as a model for these students. Furthermore, it discusses some educational implications as seen among university students who first studied Johanson's works and then designed their own public art projects. 相似文献
16.
DIANE REAY 《Gender and education》2003,15(3):301-317
This article looks at the experiences of a small, qualitative sample of 12 working-class women attending an Access course in a large, inner-city further education college. The risks and costs involved in making the transition to higher education were evident in the women's narratives, and both material and cultural factors inhibiting their access to higher education are examined. The desire to 'give something back' which motivated all these women's attempts to move into higher education is discussed. The women were either juggling extensive labour market commitments or childcare and domestic responsibilities with studying. In such circumstances, when any sort of social life is sacrificed, what becomes visible is time poverty, and, in particular, a lack of time for 'care of the self'. Six of the women were lone mothers and it is further argued that complexities of marital status intersect with, and compound, the consequences of class. Beck's thesis of individualisation is used as a backdrop to the women's stories in order to highlight the costs of individualisation for the working classes, but also to problematise the discrepancies and disjunctures between projects of the self and the women's experiences of returning to education. The article concludes with an exploration of the consequences of a policy of widening access and participation for working-class mature women and suggests that, while currently all the change and transformation are seen to be the responsibility of the individual applicant, universities, especially those in the pre-1992 sector, need to change if they are to provide positive experiences for non-traditional students like the women in this study. 相似文献
17.
《Journal of Teaching in Social Work》2013,33(2):41-51
Recent research on women's ways of knowing points to many techniques for involving women students in the classroom. In addition, the out-of-classroom environment has very important implications for women's academic achievement. Suggestions for improving women's participation are considered. 相似文献
18.
Theodore Brelsford 《Religious education (Chicago, Ill.)》2013,108(3):310-325
Participation is commonly desired in and out of faith communities. Garnering formative participation entails inviting and empowering others to participate in shaping and defining a community's identity. A community that invites formative participation may empower itself to likewise participate in formative ways in its wider communities. Such participation, at all levels, may be seen as participation in God's ongoing creation, part of our calling as beings created in the image of a creating God. Formative participation should and can be a central goal of education in the church. This article offers images and possibilities for educating for formative participation. 相似文献
19.
This article draws on an ethnographic study that consisted of in-depth case studies of eight Sudanese young people of refugee background living in rural Australia. Prompted by concern over deficit views of young refugees that pervade educational literature, we aimed to understand what facilitates their successful resettlement into Australian rural communities. We were particularly interested in understanding the strengths, resources and capital they draw upon and generate through their participation in out-of-school social and learning contexts, as well as within family and community networks. Here, we focus on one of the study's participants, Samir. We highlight how his mother was instrumental in providing a safe and secure home environment where significant bonding capital was generated, as well as how she facilitated her son's participation in community and ethnic networks, thus enabling him to acquire bridging and linking social capital. We conclude by discussing the implications for schools and for research. 相似文献
20.
Bedrettin Yazan 《International Journal of Inclusive Education》2013,17(8):836-856
In many developing countries, women's education has been a highly prominent issue which is not adequately addressed in their education policies. The participation of female populations in education in most of the developing regions of the world has been much lower than the participation of their male counterparts [UNICEF. 2005a. “Report Card on Gender Parity and Primary Education.” www.unicef.org/turkey]. As a developing country, Turkey engaged in fairly vigorous and determined attempts to address the issues regarding women's education [Aydagül, B. 2008. “No Shared Vision for Achieving Education for All: Turkey at Risk.” Prospects 38 (3): 401–407] owing to the support, incentives, and pressure of the international organisations through various conventions in the last decade. The current paper scrutinises one of these attempts, namely, the campaign called ‘Come on girls, let's go to school’ which was initiated by the Ministry of National Education with the support of United Nations Children's Fund and World Bank, and considerably contributed to the increases in girls' enrolment and attendance rates in rural areas and southeast regions of Turkey. This paper utilises the social equity criteria as its conceptual framework drawing from Levin [1978. “The Dilemma of Comprehensive Secondary School Reforms in Western Europe.” Comparative Education Review 22 (3): 434–451] and Stromquist [2011. Educational Equity [Lecture Notes]. College Park: University of Maryland]. The analysis yields that the girls' education campaign in Turkey addresses to varying extents the criteria of accessibility, probability of enrolment, probability of participation, and length of participation, whereas it fails to meet the standard of educational results. 相似文献