共查询到20条相似文献，搜索用时 31 毫秒
1.
Jón Ingvar Kjaran Jukka Lehtonen 《International Journal of Inclusive Education》2018,22(10):1035-1047
The Nordic countries have often been depicted as progressive societies regarding sexual diversity and gender equality. These progressive changes in sexual minority issues, however, have not brought about radical changes in educational policies in addressing gender and sexual equality in schools. Both compulsory and upper secondary education often lack coherent protection of queer students. The same applies to specific policies on queer issues within the education system; they are hidden in the depths of many national curricula. In fact, a discrepancy exists in broader social policies supporting equality based on sexual orientation in the educational context. The main objective of this article is to investigate this discrepancy and justify it. In doing so, we will discuss in detail the educational policies and practices on sexualities currently operating in the Nordic area, particularly in Finland and Iceland. We analyse curricula documents, legislation, research reports, and other data from our own research projects, including ethnographic interviews, observation data, survey data, and written material. 相似文献
2.
《伸子》是日本无产阶级文学的先驱性作品,是一部明确追求妇女解放、男女平等、对以男性为中心的社会制度和婚姻制度提出挑战的优秀小说,在当时的日本文学界就犹如划破夜空的一道闪电。本文将对作品《伸子》中所表现出的"妇女解放"、"男女平等"的主题思想和现实意义进行论述。 相似文献
3.
CAREER PATTERNS OF MEN AND WOMEN IN R&D ‐‐ CONDITIONS AND PERSPECTIVES ‐‐ REPORT FROM CZECHOSLOVAKIA
Jana Hradilkova 《Higher Education in Europe》1992,17(2):85-91
The article begins with a brief historical overview of sociological studies in Czechoslovakia from before 1914 to 1990. It then turns to a discussion of the beginning of gender studies with the recent opening of the Gender Studies Centre and Library of Charles Univer‐sity in Prague. The aim of this Centre is both to study the conditions of female education and employment in Czechoslovakia and to propose remedies for the underemployment of women in research and development as well as in other fields considered to be male‐oriented. The task of bringing gender equality to Czechoslovakia will be long, but such organizations as the Gender Studies Centre and Library are bound to make an important impact. 相似文献
4.
This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to social in/equality. In Sweden, in contrast, gender has higher visibility in policy and governance as both an indicator of democracy and a means of preserving social democratic consensus and prosperity. However, recently its privileged position has come under attack. We draw on social capital, gender, and policy theory to analyse the range of influences on gender and educational governance in the two countries including that of the social capital of organised feminism. 相似文献
5.
张敏 《商洛师范专科学校学报》2014,(1):88-91
我国现行社会女性就业存在的性别歧视、性别隔离及劳动年龄的性别差异等问题,是不可回避的现实矛盾。这对于劳动力资源配置、性别平等、人的自由发展以及社会进步都是不利的。发展生产力、完善政策法规、构建先进的性别文化是促进女性就业的现实路径。 相似文献
6.
This article deals with challenging the gender inequalities that exist in education and working life. It contemplates the kinds of discursive power relations that have led to gender equality work in Finland. In today’s conditions where equality issues are being harnessed more strongly to serve the aims of economic efficiency and productivity, it is even more important to understand how people who actively seek change have succeeded in negotiating equality issues. The article also explores the current situation by conducting an analysis that makes clear not only the discursive power relations that shape gender equality work, but also how it has been possible for the work to continue successfully. 相似文献
7.
As in other disciplines, ‘gender mainstreaming’ is becoming an increasingly important principle in Journalism. This implies bringing gender equality into the mainstream of the media industry, by means of an adjustment of the educational issues and the practice related to this profession, which is influential in society. In light of the gap existing in this line of research committed to re-education for change [North, L. 2010. “The Gender Problem in Australian Journalism Education.” Australian Journalism Review 32 (2): 103–115; Adhikary, N. M., and L. D. Pant 2011. “Journalism Education in Nepal: Gender Perspective.” Shweta Shardul 8: 119–123], this paper analyses the curricular integration of gender-related issues into journalism studies, taking as a casestudy the undergraduate programmes of the Spanish public and private universities. The study employs content analysis and qualitative questionnaires to the academic staff. The results prevent from understanding equality as one of the main teaching and learning strategies in journalism studies in Spain, even if the invigorating curriculum reform carried out by these universities leads to posit some positive outcome in terms of a more gender-aware higher education. As discussed in the conclusions, the inclusion of the gender perspective depends on the academic staff’s own initiative, in contrast with the involvement showed by university institutions in promoting parity in many other aspects. 相似文献
8.
Paula Hamilton 《Gender and education》2018,30(7):829-845
Although considerable attention has been given to issues impacting on the educational experiences of Gypsy/Traveller learners in the UK, most of the literature is oriented towards ethnicity rather than gender. This paper illuminates the experiences of young Gypsy/Traveller women who are engaging with secondary education, and functioning in a dual cultural framework, in a time of increased gender equality. The intersectionality of culture, class and religion frequently conflicts with the notions of gender equality and education, requiring young women to make difficult choices. It is suggested there is an urgent need to problematise and deconstruct stereotypes typically held about Gypsy/Traveller girls, as not all young women feel disengaged, restricted, excluded and in conflict. While some young women, as is their right, wish to conform to cultural-gendered norms, this study has revealed some strong, resilient women who critically challenge values and norms within their community, which negate their right to a full education, to bring about positive change. 相似文献
9.
Gren Ireson 《Educational studies》2017,43(1):40-50
Differences in gender equality based on social, political and economic factors is cited, by some writers, as a contributory factor in the differentially greater achievement of boys in STEM subjects through the concept of gender stratification. Gender differences, especially in mathematics, have been linked directly to gender parity in wider society. Such a link is predicted by gender stratification via both the gender similarities and gender stratification hypotheses. However analysis by others appearsto support the hypothesis that the gender gap is smaller, in mathematics, when the society has a higher equality index. However, more recently, evidence, based on PISA outcomes from 2000 to 2009, reports that there is little or no correlation between the gender gap and wider equality. This paper takes up this analysis using PISA data from the 2012 round, for both science and mathematics, and the Global Gender Gap Index in a European context. The results cast doubts on any link between national gender equality and achievement in science or mathematics. 相似文献
10.
Liz Bondi 《Gender and education》1991,3(1):87-90
Anna Maria Piussi's article “towards a pedagogy of sexual difference: education and female genealogy”, Gender and Education, 2, (2) 1990, is criticised on the grounds that it ignores differences between women, and that it fails to challenge the construction of gender as a binary opposition. An alternative interpretation of the relationship between the gendering of knowledge and women's subordination is put forward, and marshalled, in support of a feminist pedagogy that deconstructs the equality‐difference antimony. 相似文献
11.
Globally, gender differences in education have been an area of policy concern, research, and development partnerships. The international agenda of gender equality has been adopted by national governments even in countries, such as Afghanistan, where predominant views are clearly at variance with this agenda. Attempts to analyse such conditions must be based on examination of gender and education in the broader political and cultural context. Gender issues have been a central theme in an EU-funded Master's programme in Educational Research and Development for Afghan students at Nangarhar University, conducted during 2008–2010. This article analyses the political and cultural context of gender in Afghanistan, which constitutes the framework for the Afghan students' understandings of gender and education. These are examined as expressed in texts produced by the students and in group interviews. On the basis of our analysis, the following tension is clear: the students are aware of the international agenda of gender equality in education, but at the same time they are concerned about problems in the practical application of this agenda in their own society and relate these concerns to their interpretations of principles of Islam and Afghan cultural traditions. 相似文献
12.
柏拉图在《理想国》的第五卷中讨论了关于男女平等、妇女儿童公有的、哲人当王这三个方面的问题。在古希腊时代,能提出男女平等实属不易,可是妇女儿童公有这一看似荒谬的理论后面,却蕴含着柏拉图关于如何建立一个理想、美丽的城邦的关键所在。本文将以妇女的地位为出发点来探讨妇女问题对柏拉图理想城邦的建立所起到的作用,从而理解柏拉图提出妇女问题的目的之所在。 相似文献
13.
Melanie Walker 《Educational Action Research》2018,26(1):166-181
As a methodological approach, participatory action research (PAR), and its variant of critical action research in education, aims to further social justice and generate transformative change. Although this understanding of PAR is well rehearsed, there is still a gap in detailed explorations of the transformative impact of PAR projects in higher education settings beyond the classroom: how do we then know whether transformative change through PAR has taken place, in which ways, through which processes, and for whom. This article aims to address these questions through proposing the use of a participatory action research cube (PARC) as a human capabilities evaluative framework for personal and structural transformative change enabled by PAR projects. Evaluating transformative change from this perspective rests on both the normative nature of the capabilities approach in its justice concerns, as well as consideration for individual well-being, understood as the expansion of freedoms people have to live the lives they value. Evaluating change both includes personal well-being as well as broader social or structural impact in the direction of more social justice. To demonstrate this empirically, we report on an eight-month PAR project on one rural South African university campus, where 13 undergraduate students were involved in researching gender inequalities on their campus. The PARC analysis highlights the development of capabilities and agency through axes of participation, knowledge development, and public deliberation, as well as identifying the developmental impact of these axes on transformative change for the participants, as well as the university. 相似文献
14.
《Africa Education Review》2013,10(1):167-185
Abstract Gender inequality has been a constant refrain among those that desire social justice. To this end, a global conference on gender equality was organized by the United Nations in 1995 in Beijing, China. However, a recent study questioned the effectiveness of the conference to solve this problem as it found that women themselves are giving hegemonic consent to male dominance. This study thus investigates the way ODL can help in mitigating the hegemonic consent of females to the dominant male paradigm. This thrust of the study is based on the argument that quality education should result in psychological freedom and self-determinism by the learner. Critical Discourse Analysis was used as the analytic tool. It critically evaluates the curriculum content of the National Open University of Nigeria BA English Programme to find out if it in any way helps students, especially the female ones, attain psychological liberation towards the end of their becoming free and productive contributing members of the Nigerian society. It was found that in its present form, the NOUN BA English programme is anti-female in orientation. The paper thus suggests an overhaul of the BA English programme in NOUN to make it more gender sensitive so that it can be a positive instrument of gender equality and social integration. 相似文献
15.
性别教育通过对两性传播平等的性别观念,提供更宽广的社会角色发展方向,为女性建立性别自信和完善人格提供了很好的帮助.通过梳理文献,对我国不同时代的家庭模式和婚姻伦理进行探讨,总结出符合时代特质的性别教育观念和婚姻模式.研究认为推广科学的性别教育有助于我国先进性别文化的传播和良好的性别秩序和环境的建设,并推动家庭和社会和谐稳定发展. 相似文献
16.
Viktor Vesterberg 《Studies in Continuing Education》2015,37(3):302-316
This article focuses on adult learning in labour-market projects targeting unemployed migrants in Sweden. Drawing on a Foucauldian analysis of governmentality, the results of the study problematize the ways that such projects produce individualizing discourses – targeting individuals, constructing them as responsible for their position as unemployed. The project’s target groups are generally defined not on the basis of ethnicity as such, but rather using terms such as non-Nordic background, foreign born and immigrants. However, two groups considered especially problematic are constructed through ethnicity: Somali and Roma people. The notion of social competency is analysed here as a way of constructing the unemployed migrants as not yet employable. Another significant result concerns the notion of gender equality, which makes migrants governable because it constructs boundaries between Swedishness and Otherness. In line with this rationality, the targeted migrants are governed towards Swedishness through learning gender equality. These results raise a number of issues of great concern for the inclusion of migrants in the labour market, as they highlight a paradoxical relationship between the inclusive ambitions of interventions targeting unemployed migrants and the ethnicized discourses of ‘Othering’ that imbue these learning practices. 相似文献
17.
Pholoho Morojele 《Gender and education》2011,23(6):677-693
A doctoral study on constructions of gender in Lesotho rural primary schools has found that meanings attached to children’s identities play a role in undermining gender equality in schools. The study employed the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (conversations, observations and informal discussions), this article discusses boys’ constructions of gender and their implications for gender in/equality in the schools. Analysis shows that being a boy was closely linked to certain qualities that every boy had to perfect. Boys’ strivings to attain these qualities was the source of gender-based violence. Boys’ failure to attain these qualities was the source of anguish and embarrassment for them. Gender inequality in the schools could be traced to forms of masculinities that boys were encouraged and pressured to perform. The conclusion provides strategies that Free Primary Education could employ to address the scourge of gender inequality in Lesotho schools. 相似文献
18.
Miriam E. David 《Gender and education》2015,27(7):928-946
This article focuses on feminist activist academics who were instrumental in creating the UK Gender & Education Association at the turn of the twenty-first century. Drawing on my own intellectual biography (David, M. E. 2003. Personal and Political: Feminisms, Sociology and Family Lives Stoke-on-Trent. Trentham Books.) linked to the collective biography and life history of feminism in academia over the last 50 years, Feminism, Gender & Universities: Politics, Passion and Pedagogies (David, M. E. 2014. Feminism, Gender & Universities: Politics, Passion & Pedagogies. Farnham: Wheatsheaf.), I consider how we, as feminist educators, developed our pedagogies and professional approaches to gender and education. In so doing, I also look at three cohorts or generations of feminist academics, from the university pioneers of second-wave feminists like myself, through to those who might be considered third wave feminists. In this it is clear that whilst feminist values of women's liberation and/or gender equality shine through, there are clear differences of emphasis. This is in relation to personal, political and professional values, and approaches to education through teaching or the social sciences. Indeed, neither feminism nor gender was in the lexicon of higher education or public policy when we were starting out, and by the third cohort gender equality had become incorporated into forms of neo-liberalism. In reviewing the developments of feminisms in higher education, I also look towards what might be considered a feminist future in global higher education, given learning from previous waves to new waves of feminists such as fourth wave and beyond. Here I briefly consider the work of our EU Daphne funded research project (2013–2015) into challenging gender-related violence (GRV) through education and training for professionals working with children and young people. 相似文献
19.
Kate Greany 《Gender and education》2008,20(1):51-61
Participatory literacy programmes in developing countries are often seen as an important tool for women’s empowerment and equality. This articles problematises the way in which evaluation of progress towards these goals is couched in a linear trajectory, and often fails to uncover the messy reality of women’s negotiations to achieve their own aims. Drawing on an example of a literacy programme for internally displaced people in northern Sudan, the article highlights instances of potential challenge or reinforcement of gender stereotypes and how these were perceived by participants and project staff, situating it within the debate on gender, literacy and empowerment. The examples show that a more nuanced approach to evaluation of progress towards gender equality and empowerment is needed if power relations are to be truly understood and challenged. In addition, appropriate safety mechanisms must be built‐in to projects, acknowledging that women’s ‘empowerment’ may also lead to women in danger. 相似文献
20.
实现男女平等基本国策,不仅要从法律和公共政策层面构建保障男女平等的运行机制,而且更应把推进社会性别意识主流化,消除非制度性性别歧视观念和性别歧视行为作为实现男女平等基本国策的重要环节,着力提高全社会性别意识主流化程度。文章通过分析社会性别意识产生的历史原因和发展趋势、现实社会中人们对性别意识存在的偏差及其表现形式和影响,提出提高社会性别意识主流化程度的基本对策。 相似文献