共查询到20条相似文献，搜索用时 15 毫秒
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TANG ZHONGGUO 《Chinese Education & Society》2013,46(3):94-96
In today's television commercials, human beings more and more frequently serve as the medium between products and their consumers, and in both Chinese and foreign commercials the personality images are mostly those of women, especially young women. Someone has watched twenty commercials in a row and counted fourteen in which females played a role. How should one appraise this phenomenon? In the author's view, the prevalence of women's images in commercials is in keeping with the aesthetics of art, with human nature, and with the actualities of life in present-day society. 相似文献
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《Chinese Education & Society》2013,46(3):83-85
Whether you like television commercials or are sickened by them, you could gather some statistics on them while you watch television: How many commercials are made with women's images in the course of an evening's transmission? You will find that women enjoy absolute dominance on the advertisement screen. 相似文献
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MIYA NARUSHIMA 《International Journal of Lifelong Education》2013,32(1):23-42
This article explores a particular expression of social activism by older Canadian women to consider its implications for later life learning. ‘Older women’, despite their heterogeneity, have tended to be pathologized as a part of the ‘problem’ of ageing and languishing welfare societies—i.e. stereotyped as passive recipients of welfare and healthcare services. Yet, they can also be seen as part of the ‘answer’ to the challenges societies like Canada face. Given the combination of a greying population and the growing tide of citizens' participatory democracy, it is timely and important to shed light on older women's social activism. Based on document analysis and fieldwork with the Raging Grannies in Canada, this qualitative case study examines the influence of activism on women's later life learning and development from an interdisciplinary perspective including adult development, critical gerontology, women's studies and psychodrama. Analysis focuses on the Grannies' motivations, the strategies they employ in their activities and the process of learning and changes they say they undergo. Themes emerging from document analysis, interviews and participant observation of 15 Grannies in Ontario are divided into three categories: (1) ‘Raging Grannies’ as a self‐defined social role; (2) the Grannies' dual‐layered mask strategies; and (3) their collective identity and sense of empowerment. These do much to explain the successes of Raging Grannies' activism as a social movement, which fosters older women's creative energy, critical awareness and self‐assurance despite their physical and psychological problems in later life. Implications of the Raging Grannies' movement help us reconsider current trends in later life learning, which tend overlook the needs and abilities of women in the third age. 相似文献
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《Critical Studies in Education》2013,54(2):99-105
Drawing on the voices of students, parents and teachers from a secondary school located in a regional area of Australia in a township characterised by its high welfare dependency and Indigenous population, this article explores the tensions between how marginalised students see themselves and how they are seen by their peers, teachers and fellow community members, with reference to Bourdieu's concept of habitus. The article moves towards a theorisation of a reproductive habitus (those who recognise the constraint of social conditions and conditionings and tend to read the future that fits them) and a transformative habitus (those who recognise the capacity for improvisation and tend to generate opportunities for action in the social field). While some teachers appear to be attempting a transformation of students, the article concludes that instead, teachers should value and give voice to who students are, as they identify themselves. They should be more concerned to transform schooling; to provide educational opportunities that transform the life experiences of and open up opportunities for all young people, especially those disadvantaged by poverty and marginalised by difference. 相似文献
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Maria K. Udén 《European Journal of Engineering Education》2017,42(3):336-348
Scholars have noted that there is hesitation to utilise findings from gender studies in engineering education. Issues within gender studies may be part of the matching problem. Debates concerning two concepts for new engineering paradigms are investigated: care and heterogeneity. Their appeals and the respective complications which they tend to be associated with are revisited. Two examples are explored in detail. The tensions revealed lead to the contents of technical work. More social sciences content in engineering education is sometimes suggested, as a way to support more humane approaches. But, if the calculations that decide how many bolts of what dimension are to be put where are ‘masculinist reductionism’, it still remains that someone will have to do those calculations. Is emphasis on social issues really what we want from engineers? 相似文献
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Sue Jackson 《高等教育研究与发展》2000,19(3):279-296
This article draws on my research, in which I have interviewed a group of students over the course of their degrees. The women are all taking women's studies combined with a range of other subjects in a ‘new’ university with campuses in inner London and on its outskirts. This article considers the women's perceptions of both women's studies and their second subjects as "academic", as well as how they think both the university and the wider world value the academic nature of their various subjects. It asks whether subjects are only valued as "academic" if they focus on the writings of men, and are considered "objective", abstract and theoretical. Do students need to be seen to be "thinking like a man" in order to value their subjects and have them valued by others, or are there ways to be "differently academic"? It concludes by suggesting some alternative ways for institutions of higher education to consider the meaning of "academic" in higher education. 相似文献
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《Studies in Continuing Education》2013,35(2):277-296
Developing Adult Learners: Strategies for Teachers and Trainers Kathleen Taylor, Catherine Marienau &; Morris Fiddler San Francisco: Jossey-Bass Higher Education Series, 2000 391 pp. ISBN 0-7879-4573-0 Although I could not find the cost of this book on either www.amazon.com or the Swedish book site www.bokus.se I anticipate that it will be very expensive outside the United States. I reviewed the hardcover edition and, depending on cost, I believe a lot of adult educators will get good value from it. It is, in terms of content and intention, an update of Patrica Cranton's pearl, Working with Adult Learners, which was published by Wall and Emerson in Toronto in 1992. I used Cranton's text when teaching adult educators at the Northern Territory University and although it cost AUS$50 for a paperback few of the teacher trainees complained once they started to use it. Like Cranton's book Developing Adult Learners is basically a mix of some adult education theory and lots of practical ways of working with adults and improving the quality of their learning. 相似文献
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Resisting magic waves: ideologies of “English language teaching” in Iranian newspaper advertisements
Seyyed-Abdolhamid Mirhosseini 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):932-947
Discourse practices play crucial roles in shaping the cultural environment of social events and, therefore, influence how they actually take place. Promotional materials and media advertisements are significant instances of such discourses through which understandings of social practices, including language education, are both reflected and shaped. In this study, I explore the advertisements of Iranian private language teaching institutes appearing in Hamshahri newspaper to uncover ideologies behind them and to examine the subtleties of how the advertisements represent and at the same time reproduce the ideological assumptions regarding “English language teaching” in Iran. A contextual investigation of ideological presuppositions underlying the discourse of these advertisements reveals that they tend to reproduce mystified instrumentalist images of language learning. From a critical view of language education, I discuss this simplistic ideological representation and the obligation of the profession of language education to address it. 相似文献
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Jo-Anne Dillabough 《Discourse: Studies in the Cultural Politics of Education》2005,26(2):127-148
In this article I explore the part played by liberal democratic ideology in the regulation of female work, in particular, the work of women teacher educators and contract researchers in British and Canadian teacher education departments. My goal is to examine the relationship between symbolic notions of female domesticity and service as they have been expressed in liberal understandings of the nation state across time, together with accounts of contemporary working life as described by differently positioned women workers in teacher education. Central to the argument I make is the assertion that women's work and its symbolic representation in teacher education constitute powerful symbolic elements in the ongoing regulation of women as non-citizens. In following the work of feminist political theorists and cultural sociologists, I also examine the cultural, material, and social power of historicized visions of the female as “domestic servant”, as daughter of the nation state, and as “deviant non-citizen” as they are reflected in the contemporary working lives of women teacher educators. 相似文献
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王熙凤和思嘉丽分别是东西方小说的“女强人”形象代表,她们为权力而奋斗的故事是“女强人”的成功之道。性格的差异和手段的不同,使她俩有着不同的命运,她们的形象也闪烁出不同的光芒。通过分析两者的性格和命运来探讨她们形象的异同。 相似文献
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Mari Käyhkö 《Gender and education》2015,27(4):445-460
In Finland, the financial status of a family does not in general place any restrictions on a person's studies. However, in spite of equality of opportunity, class as a cultural and social issue is a significant factor guiding the education of young people. In the article, I analyse women with a working-class background studying at university, starting with experiences of class as it is lived. The data for the study have been generated using the memory work method. The analysis shows how class is manifested in the women's experiences as a sense of themselves as outsiders, being alone or ‘on their own’ and as feelings of inadequacy. The women are forced to find ways of doing things that suit them and to construct a space in which they can feel safe. 相似文献
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Mary O’Donoghue 《British Journal of Sociology of Education》2013,34(2):190-207
This article explores how a small sample of working-class mothers encounters the field of education. In the management of family and their children's schooling, mothers bring to bear and replicate ways of knowing that are embodied, are historical and that offer many-sided insights into profoundly stratified societies. Here I draw on Bourdieu's theory of practice as a heuristic device and focus only on the field while leaving in suspension his other conceptual arsenal. Bourdieu argued that understanding the social space in which interactions occur is pivotal, characterised as it is by ‘permanent relationships of inequality'. This study shows that mothers bring to the field their embodied history, their habituated practice, and their access to capitals. The women I interviewed know the precariousness of how they occupy the field of schooling, negotiated through a matrix of intersected positionings and classifications that are embodied. 相似文献
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Ian Munday 《Journal of Philosophy of Education》2012,46(1):42-59
During this article, I look at three images of thought which feature in Deleuze and Guattari's A Thousand Plateaus and consider their relevance to contemporary pedagogy. Deleuze and Guattari begin by discussing tree‐like thought, which involves an insular depiction of the world. I suggest that the performative apparatus, which structures contemporary pedagogy in the comprehensive school, is also tree‐like. Deleuze and Guattari's second image of thought is the fascicular root. Here the principle root is aborted leading to a multiplicity, which flows from it. With fascicular thought, the unity, which is aborted in the object, is returned to in the subject who gains control of multiplicities. In this section I provide a reading of a Classics lesson portrayed in The Secret History by Donna Tartt and go on to focus on Ronald Barnett's contribution to a debate with Paul Standish, which features in The Blackwell Guide to the Philosophy of Education. In the third section of the article, I consider Deleuze and Guattari's third image of thought—the rhizome. Rhizomes grow by a process of cloning or lateral spreading; they do not have the central trunk of the tree, with roots and branches extending outwards from this. At the end of this section, I look at two Classics lessons that represent tree‐like and rhizomatic pedagogies in turn. I attempt to enrich this discussion by providing a reading of a scene from The History Boys. 相似文献
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Dana L. Cloud 《Quarterly Journal of Speech》2013,99(3):285-306
This article explores the role of widely circulated images of Afghan people in building public support for the 2001–2002 U.S. war with Afghanistan. Emphasizing images of women, I argue that these representations participate in the more general category of “the clash of civilizations,” which constitutes a verbal and a visual ideograph linked to the idea of the “white man's burden.” Through the construction of binary oppositions of self and Other, the evocation of a paternalistic stance toward the women of Afghanistan, and the figuration of modernity as liberation, these images participate in a set of justifications for war that contradicts the actual motives for the war. These contradictions have a number of implications for democratic deliberation and public life during wartime. 相似文献
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Julian Quiros 《Equity & Excellence in Education》2013,46(3-4):454-456
This media review focuses on one of Atlanta's episodes entitled "FUBU." The episode is utilized as a proxy to provide a critique of American society and its power relations in everyday life. Atlanta and its writers use television as their vehicle to create critical and constructive discourse in spaces that they would otherwise not be able to physically occupy. Out of this, the hope is that this discourse leads to healthier interaction in the educational spaces facilitated by educators with an understanding of the social forces at play. 相似文献
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加拿大文学女王玛格丽特·阿特伍德的小说或诗歌表现出三大侧重点：女权倾向、民族主义和生态环保意识。作为兼有女性作家以及女性学者的双重身份,阿特伍德一直关注着女性在男性社会的挣扎和斗争。通过她在小说中创造出的形形色色的女性形象,可以看出女性在男权社会所处的“他者”地位。在她们中间,既有屈服于传统角色要求,深受压迫和迫害的圈内女性;也有进行反抗、积极地进行自我身份确认,最后实现自我身份构建,走出男性桎梏的勇敢女性。文中选取了阿特伍德的四部长篇小说中的一些女性作为研究对象。通过对她们进行分类研究,更好地理解阿特伍德小说深刘的主题思想,同时,对女性反思自身命运。实现自身真正的解放也有着积极的参考价值。 相似文献
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Erin J. Rand 《Quarterly Journal of Speech》2013,99(3):251-272
In US v. Williams (2008), the Supreme Court upheld the PROTECT Act; this law's “pandering provision” prohibits the distribution and solicitation of child pornography, but does not distinguish between real child pornography and “virtual” child pornography (images that are digitally created or manipulated and do not depict a real child). Situating this case at the intersection of rhetorical studies of the law and queer studies, I read the Court's opinions as rhetorical and cultural texts that circulate a strategic figuration of the child that emphasizes its sexual purity, vulnerability, and whiteness, and disavows the queerness of childhood desires. I argue that the Court's decision virtualizes the figuration of the child through the performative “collateral speech” act, ultimately conflating virtual materials with real children. Furthermore, I contend that the language of the law, as it taxonomizes and disciplines illicit desires, also expresses desire through its passionate figurations of childhood innocence and adult sexual morality. 相似文献
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Kellie Sanders 《Gender and education》2015,27(7):887-908
Relationships between girls and women have typically been explored through the lexicon of ‘friendship’ or, where there is a presence of sexual desire, ‘lesbian’. This article suggests the complexity and impact of female (same-sex) sociality, and its relationship to heteronormativity and power dynamics between girls and women runs deeper than the terms ‘friendship’ or ‘lesbian’ give rise to. Exploring social and power dynamics amongst girls and women, this article explores how gender is policed and negotiated within a framework of homosociality. Drawing on empirical research within a women's Australian Rules football team, I explore the complexity of female same-sex bonds, the negotiation of gender embodiment and performance within female homosocial spaces, and the emergence of women's own lexicons in making sense of their relationships with other women in this particular social sphere, further considering how this might be applied to other female homosocial spaces, including same-sex educational and sporting sites. 相似文献