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1.
ALISON BARTLETT 《Gender and education》1998,10(1):85-92
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In this study, the authors ask the question, 'What does it mean to wear the labels "teacher" and "female"?' Eighteen Master of Arts in Teaching students volunteered to participate in a Gender Issues Seminar at a large US public state university. Their language, recorded through audio-recordings, response journals, and autobiographical webs become the basis for analysis. Applying post-structural feminist theory, the authors identify powerful discourses determining what it means to be 'female' and 'teacher.' The study illustrates how the discourse of teaching as acceptable women's work and the discourse of patriarchy work upon the subjectivity of women as they struggle with what it means to be teacher/woman. The authors then partially deconstruct these discourses, considering implications for teacher educators. 相似文献
3.
Heather Brook Adams 《Quarterly Journal of Speech》2013,99(4):390-417
Oral contraception (e.g., “the pill”), an iconic technology and everyday object, has shaped women's embodied experiences and notions of self. Feminist remembrances of the pill often credit it with granting women unprecedented agency, sexual and otherwise. This article examines pill advertisements at the time of the drug's emergence. By identifying three distinct user motifs – the reliant beneficiary, the discreet consumer, and the forgetful woman – I trouble a widely reiterated liberatory narrative of technological freedom through scientific and medical discovery. Simultaneously, I examine gendered anxieties that emerge alongside women's increasing capacity for sexual autonomy. Through this index and analysis of expressions of agency, I open a space for reconsidering women's relationship to the pill as a technological object and assay the distributed agency that this ecology suggests. I use this case study to propose the political and theoretical value of more fully understanding feminist agency as paradoxical and to advocate for further investigations into vexing sites of feminist memories. 相似文献
4.
Suzanne M. Daughton 《Communication quarterly》2013,61(2):106-119
This essay is a feminist rhetorical analysis of recurring gender‐related problems in presidential campaigns, focusing particularly on the 1992 campaign. I examine 39 speeches from the Democratic and Republican National Conventions (1972–1992) for discussion of women's issues, women's roles, and men's roles, and conclude that the anti‐feminist “backlash”; of the 1980s has taken a serious toll on public attention to women's issues. When politicians spoke of women's concerns, they largely ignored actual issues, and instead focused their attention on women's roles in society. Men's roles were also a central focus, as each presidential candidate sought to convince the voting public to cast him as the Leading Man. 相似文献
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Since Michelle Fine's writing on the missing discourse of desire in sex education, there has been considerable prompting among sexuality educators and feminist scholars to incorporate talk of pleasure into sex education curricula. While the calls for inclusion continue, few have actually examined the curricula for a pleasure discourse or explored how it is contextualised within sex education curricula. In this paper, we analysed curricula used in the USA in the past decade. A qualitative thematic analysis revealed that the discourse around pleasurable sex was often linked to a range of dangerous or negative outcomes including not using condoms, rushing into sex without thinking, regretted sex, and pregnancy or STDs. When the discourse around pleasure was included in sections on ‘knowing one's body’, this discourse took a medicalised, scientific tone. Pleasurable sex was also presented in more positive ways, either linked to marriage in Abstinence Only Until Marriage curricula, or within a more feminist discourse about female pleasure in comprehensive sex education curricula. Our research indicates that a discourse of desire is not missing, but that this discourse was often situated as part of a discourse on safe practice and there, continues to equate pleasure with danger. 相似文献
7.
Brooke Midkiff 《Gender and education》2015,27(4):376-392
This study analyses women faculty's discourse about feminism, themselves, and their professional experiences as scholars in the North American university context. This case study pushes at the boundaries of what we believe we know about ‘the gender question' in the academy, opening a discursive space for scholars to examine university policies and practices. Poststructuralist emphasis on the complexity and changing nature of power relations offer a framework that makes sense of the ways in which women are simultaneously affected by power relations and engage in power relations. I use feminist poststructuralist discourse analysis to analyse women's talk about their experiences in order to carve a path for moving beyond the deconstruction of discourse in order to unpack how it marginalises and silences women, even within and to themselves. 相似文献
8.
Rouhangiz Shiranipour 《Changing English: An International Journal of English Teaching》2002,9(1):35-45
In pursuit of my rights, I joined the revolution that imposed the veil upon me and then joined a political party, where I found that I was making decisions against myself. Following this, I researched the only women's magazine published in Iran at that time and found that it was against women. The questions that came to mind were about whether women writers voice their own experiences. Were my experiences unique? Could I learn from others, particularly through what they wrote? Since literature cannot exist without education, this may be the main reason why Iranian women started so late. In the l960s, mass education created a mass readership and with it the first novel by a woman. The issues of women's rights, education and writing are intertwined. 相似文献
9.
Gaell M. Hildebrand 《科学教学研究杂志》1998,35(4):345-362
I challenge the ways a positivist view of science has led to the hegemonic discourse on writing to learn science and highlight contradictions in this discourse. I argue for an enabling pedagogy that draws on critical, feminist, and hegemonic pedagogies, and incorporates the affective, the creative, the critical, the cognitive, and diverse language practices set within sociocultural contexts. I advocate hybrid imaginative genres in secondary school science as one vehicle to disrupt hegemonic pedagogy. I describe the interactions between four teachers' beliefs about science and pedagogy and their use of imaginative writing within an enabling pedagogy. I also challenge the rules of scientific writing by using poetry and the first person, amplifying teachers' voices, and foregrounding my personal history. J Res Sci Teach 35: 345–362, 1998. 相似文献
10.
Louisa Allen 《Gender and education》2004,16(2):151-167
A tradition of predominately feminist literature has revealed that there is a ‘missing discourse of desire’ in many sex education programmes. Building on this work, this article explores the gendered effects of this de‐eroticized and clinical form of education. It is argued that young women and men's (hetero)sexual subjectivities are differentially affected by the invisibility of desire and pleasure in this curriculum. To offer young women a sense of personal empowerment and entitlement, and young men a broader range of (hetero)sexual subjectivities, it is proposed that sex education include a discourse of erotics. This would comprise more than an acknowledgement of desire and pleasure and incorporate the embodied practicalities of these experiences. As a means of developing this discourse within sexuality programmes, empirical evidence of 17‐ to 19‐year‐olds' experiences of desire and pleasure are examined. 相似文献
11.
《黄色糊墙纸》:一部女权主义的力作 总被引：1，自引：0，他引：1
陈茂林 《南阳师范学院学报》2006,5(5):74-77
《黄色糊墙纸》是美国女权主义先驱兼作家吉尔曼的短篇小说代表作。小说揭露了性别歧视和压迫,批判了不平等的夫妻关系,表达了提高妇女经济地位的思想;批判了男性对女性的文化压迫,提出了女性写作和建立女性话语的课题;回顾了妇女解放斗争的历史,提出了男女两性互相理解、共同努力以消除性别压迫的设想,堪称一部女权主义短篇小说经典。 相似文献
12.
Dorinda Outram 《International Journal of Science Education》2013,35(3):409-416
A short review of current feminist philosophy on the relationship between women and science is followed by a survey of recent work in the history of women's involvement in the sciences. The reasons for the late development of this sub‐field are explained, and the most recent work in it summarized. It is emphasized that women's history in science challenges received wisdom in both the history of science as ‘professionalization’ and current feminist philosophy, which, it is argued, proceeds from an insufficient concern with the historical diversity and complexity of women's relations with science. 相似文献
13.
Tess Moeke-Maxwell 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):497-510
This paper examines the exclusion of bi/multiracial Maori women from dominant representations of Maori women's identity and engages with a new articulation of Maori women's difference through a narrative of cultural hybridity. Through a study of key texts on the history of New Zealand and dominant articulations describing Maori nationalists’ efforts to invoke equality for Maori during the 1970s and 1980s, I exemplify how an essentialist Maori women's identity was promoted within Maori nationalist appeals to bicultural nationalism. I argue that current articulations of Maori women's identity do not include an analysis of race, gender, and class, nor the way they operate simultaneously to position the bi-multi racial woman discursively in the nation today. Twenty women who position themselves as bi/multiracial were interviewed and their stories show how the raced and gendered body must be reinstated within articulations of Maori women's identity through situating corporeal difference within discussions on their subjectivity and related marginalization. 相似文献
14.
Jane Wilkinson Jill Blackmore 《International journal of qualitative studies in education》2013,26(2):123-136
Research on women's leadership has tended to focus upon detailed micro studies of individual women's identity formation or, alternatively, to conduct macro studies of its broader discursive constructions within society. Both approaches, although providing helpful understandings of the issues surrounding constructions of women's leadership, are inadequate. They fail to deal with the ongoing dilemma raised in both Cultural Studies and studies of discourse and identity, in relation to the negotiation of subjectivity and representation, that is, how broader societal discourses and media representations of women's leadership both inform, and are informed by, the lived experiences of individual women. In this article, a range of methodological approaches are outlined that were drawn upon in a study of a small group of senior women academics from ethnically and socioeconomically diverse origins. The authors examine how the women negotiated the frequent mismatch that arose between, on the one hand, societal discourses and media representations which often reproduced narrow and highly stereotypical accounts of women's leadership, and on the other hand, the individual women's subjective experiences of leadership which challenged such representations. It is contended that it is necessary to draw on a number of methodological perspectives in ways which trouble and unsettle homogenized versions of women's leadership in order to fully explicate more nuanced and complex ways of understanding how women's leadership identity is formed. 相似文献
15.
Julia Bush 《History of education》2013,42(4):387-405
The article discusses contributions towards female higher education made by a group of women whose views on gender roles were conservative, rather than feminist or suffragist. Four women's conservative ideals and interconnected work for women's education are reviewed in the context of late Victorian Oxford. This study is prefaced by a discussion of historical literature on women's higher education which concludes that twentieth century feminist historians have sometimes downplayed the role of reformers who deliberately disassociated women's educational reform from the advance of gender equality. A study of conservative reformers complicates definitions both of feminism and anti‐feminism, and provides an important reminder of the broader intellectual and political contexts which produced them both. 相似文献
16.
Elizabeth Jane Tregoning Maber 《Gender and education》2016,28(3):416-430
ABSTRACTThis paper explores the role played by women activists and educators in mobilising community education to support new opportunities for women's activism in the context of Myanmar's political transition. Recent political reorientations in Myanmar which have resulted in a civilian-led democracy emerging from a repressive military regime, have facilitated increased international contact. Myanmar women activist-educators are rejecting hierarchical relationships and the sterile reproductions of idealised female citizenship evident in some training practices and are promoting a conceptualisation of feminist education. I reflect on the dynamics of this feminist activism, including the adaptation of feminist concepts and terminology, as articulated by activists, and I explore responses to the new avenues for women's engagement which are opening up in the first inter-election cycle. 相似文献
17.
在一些带有女性主义倾向的文学写作中,身体常常不同程度上成为反抗男性中心话语的"武器",但部分年轻的"80后"女作家的书写却显示出有所不同的面貌.从春树、张悦然等较有影响的年轻女作家的创作中可以看到,她们有关身体的书写不像女性主义写作那样具有鲜明的性别政治意味或意识形态色彩,其借助身体所表达出来的性别姿态常是比较含混而稚嫩的. 相似文献
18.
《Educational Philosophy and Theory》2013,45(5):665-676
In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of emancipation. The implications for critical science education are discussed. 相似文献
19.
FLIS HENWOOD 《Gender and education》1996,8(2):199-214
Since the launch of the Women into Science and Engineering (WISE) campaign in 1984, many initiatives to increase the participation of women in these areas of work have been launched under its banner and the WISE approach has come to represent the dominant discourse on equal opportunities for women in science and technology, having a major influence on both policy and practice. This article examines the WISE discourse in depth, arguing that WISE has had only very limited success because it is so narrowly focused on women's 'choices', which it understands as being constrained both by a lack of information about scientific and technological work and by a masculine image of science and technology which, it infers, is alienating to women. Drawing on empirical research which examined both women's and men's occupational decision-making processes, this article takes issue with this construction of the problem, arguing that whilst the assumptions of the WISE discourse cannot be supported empirically, the discourse itself nevertheless continues to structure and limit the space women have to speak of the conflicts and contradictions they experience, explanations for which require a better understanding of the ways in which subjective experiences of both gender and sexuality impinge upon work choices. 相似文献
20.
Sue Clegg 《Gender and education》2008,20(3):209-221
This paper draws on the theoretical resources offered by feminist scholarship to enquire into the discourse of the intellectual and how women do being an academic. My starting points are threefold: Val Hey’s interrogation of Butler’s work and her emphasis on the importance of sociality; Carrie Paechter’s exploration of the available personal sets of masculinities and femininities that modify the ‘person who is me’; and my own attempts to draw on other traditions in theorising agency and a sense of self. Drawing on these resources I re‐read some data on academic identities to explore the potentialities of academic personhood and the discourses associated with the idea of the intellectual as a site of gendered personhood. The position of woman as intellectual is analysed in terms of Beauvoir’s assertion ‘I am a woman’ and the paradox of a universal voice and the female sex. 相似文献