共查询到20条相似文献，搜索用时 359 毫秒
1.
This paper examines a project that developed humorous, irreverent and subversive arts-based interventions into sexism in the academy. Two workshops were run with women currently working in teacher education in Australian universities. The researchers worked with the participants collaboratively and in line with feminist practices and methodologies to develop interventions that were performed at a large multidisciplinary educational research conference. The paper outlines the origins of the project, the feminist scholarship that inspired it, the methodological framework as well as a discussion about three of the interventions and demonstrates that sexism both (re)produces structural disadvantage for women in higher education as well as being characterised by a set of micro practices that shape the everyday experiences of women in the academy. Although this research is set within an Australian context, the paper acknowledges that sexism is systemic within higher education across contexts. 相似文献
2.
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
3.
Lisa Smulyan 《International journal of qualitative studies in education》2013,26(6):589-609
This article examines the dilemmas involved in doing feminist research with subjects who are not, themselves, feminists. The author begins exploring these dilemmas by investigating the work and experience of women principals and then focusing on their understanding of issues of gender. The author further explores these dilemmas by critically examining her role as a researcher, her interactions with the women principals, and the tensions involved in providing/imposing an analytic frame to the data as she tried to understand and represent the experiences of her participants. 相似文献
4.
Brooks MJ 《The Journal of perinatal education》2007,16(4):57-58
A Lamaze Certified Childbirth Educator and labor-support doula who provides services in two major, metropolitan areas shares her reactions and education experiences in dealing with the findings of Listening to Mothers II. She found that her first response to the survey findings involved assisting a community-wide effort to raise the awareness of women about their childbirth options, with a special emphasis on providers who practice in adherence to The Coalition for Improving Maternity Service's Mother-Friendly Childbirth Initiative. In addition, she added a component to her classes to help her students proactively explore why so few women feel they can assert their rights to refuse unnecessary interventions during childbirth. 相似文献
5.
Runa Brandal Myklebust 《British Journal of Sociology of Education》2019,40(2):254-268
Given the ambition to decrease gender segregation in higher education, it is essential to understand the considerations made by the gender minority in segregated fields of study. This article interprets the resistance met by girls choosing gender-untypical paths, and analyses how they explain and justify such choices. The context of Norway provided both the framework for the study and a lens for understanding the girls’ experiences. Interview data show how the girls understand their own and others’ educational choices in light of ideas of gender equality. Arguably, claiming to be ‘one who dares’, and anchoring their choices in egalitarian ideals, strengthened their motivation in the face of resistance. Furthermore, the resistance was not rooted in stereotypes around competence but based on gender role expectations. This suggests that cultural beliefs about women as primarily caretakers, and the notion that appearance relates to educational choices, are more resistant to change than stereotypes about women and technical competence. 相似文献
6.
美国传统成长小说的主人公大都是男性,艾丽斯·沃克在其代表作《紫色》中则成功塑造了一位黑人女性成长主人公——西丽。由于深受种族主义和父权主义的双重压迫,西丽被剥夺了受教育的权利和追求幸福的自由,但是在黑人女性同胞的指引下,西丽以其顽强的毅力克服了种种困难,成功地实现了从无知到成熟的转变。西丽艰辛的成长过程正是黑人女性寻求解放的过程,西丽用自己成功的成长经历,为黑人女性树立了榜样,为黑人妇女的解放指明了方向。 相似文献
7.
Zwelling E 《The Journal of perinatal education》2002,11(4):11-24
Suzanne Arms's name is readily recognized by many in the field of perinatal education. For 30 years she has been a tireless advocate for childbearing women, a fighter for change in the traditional maternity care system, and a feminist with strong beliefs about the physical, emotional, and spiritual impact of birth. Arms's well-known books and frequent speaking engagements have allowed her to spread her message and her plea to humanize the childbirth experience. Talking with Arms is an energizing encounter. Her life path is a powerful and compelling story that is an inspiration to all who continue to work to make birth a positive event in the lives of women and their families. 相似文献
8.
Yolanda Medina 《Educational Studies A Journal of the American Educational Studies Association》2016,52(2):177-187
The use of autobiography in the development of teacher identity can lead to a deeper critical examination of how issues of race, social class, gender, and gender identity affect experience and worldview. This path can helps future teachers become more attuned to the issues they will confront in their classrooms. In this speech, the author shares her own personal experiences to illustrate this aforementioned point. She shares her educational autobiography and highlights those educators who helped shape her educational practice and the relationship she has with her students. 相似文献
9.
Andrew G. Sparkes 《British Journal of Sociology of Education》1994,15(1):93-118
This paper draws upon data from an ongoing series of life history interviews with a young lesbian PE teacher, called Jessica (a pseudonym), who has recently started her career in a secondary school. Various moments from her life as told and written are provided in order to present a view of schooling from a particular standpoint that, for the most part, has been repressed. Therefore, how Jessica experiences homophobia and heterosexism in educational institutions, how she relates these experiences to other moments in her life, and the identity management strategies she adopts to cope with specific situations, provide important insights into a reality that is oppositional to the taken‐for‐granted reality of the dominant and privileged sexual class in schools, that is, heterosexuals. These insights illustrate how Jessica is systematically denied an essential freedom that is systematically granted to heterosexual teachers in a way that legitimises a distinction between her private and public lives that is partial, distorting and perverse. It is concluded that taking action against homophobia and heterosexism is the responsibility of all educators regardless of their sexual identity. 相似文献
10.
Beatrice Jane Vittoria Balfour 《History of education》2013,42(6):727-740
In this article, memory is examined as it relates to origin stories of the Reggio Emilia approach – an internationally renowned Italian education programme – and to the articulation of women’s experiences of gender and their narrative identity in this very particular context. The article shows that a number of women who partook in the founding of the Reggio Emilia schools suffer from what Ricoeur terms ‘wounded memory’, which occurs when public recognition and legitimisation of one’s own narrative is actively marginalised, suppressed or erased in historical, official and institutional accounts. The author describes this experience and feeling shared by the Reggio Emilia women who were interviewed and argues that this ‘wounded memory’ can be linked to a wider concern with gender inequality. The article concludes by presenting some of the missing accounts of leadership, creativity and initiative that were gathered among these women whose memory has been wounded. 相似文献
11.
Glenys Mann 《International Journal of Inclusive Education》2016,20(9):909-920
Nelly and her children live in Queensland, Australia. When it came time for her second youngest son to start school, Nelly was not prepared for the difficulty that she had enrolling him at the school of her choice. In spite of her son's disability, Nelly thought that it was natural that he would go to his local school with his sister. It is not surprising that she expected this, given the legal and policy endorsement of inclusive education that exists in the Queensland education system. What unfolded in Nelly's life as she pursued this enrolment is the subject of this article. This is the story of a mother who believed in and hoped for inclusive schooling for her son but who found herself caught in a series of events and experiences which ultimately led to the decision to transfer him into a special school. This is also the story of how, disillusioned and regretful, she went on to undo that decision. Told primarily in Nelly's own words, this narrative provides a deep insight into one mother's efforts to exercise her parental authority, the difficulties she encountered in trying to do so, and the consequences for her son. 相似文献
12.
Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project ‘Languages and education: constructing and sharing training’. This project aimed at the construction of a collaborative teacher education context for learning and transformation of experiences, views and practices in language education, and involved teachers, teacher educators and researchers. Based on a single case study, the analysis tries to disclose the teacher’s discursive displacements as hints of professional transformation while she reinterprets the learning taking place in the collaborative education process. The signs of change are visible in the way she constructs meanings regarding her professional identity, re-identifies her mission as a language teacher and reconsiders her professional identity. Finally, we reflect upon how collaborative teacher education scenarios may foster teachers’ personal professional learning and renewed self-images. 相似文献
13.
邹阳 《内江师范学院学报》2013,28(7):73-76
黄咏梅的小说创作路线与70后很多女作家们的"私人化写作"、"身体写作"等差别较大,她的立足点在普通的社会生活之中,并且善于运用细腻的语言和精致的比喻,充分展现了生活在社会底层的小人物的悲剧命运。她既带着纯然的女性意识进行写作,又在一定高度上摒弃了性别意识,从而进入了一个更高的人类共同的思想意识层面。 相似文献
14.
Marianne Coleman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):317-332
The number of women who achieve senior posts in educational management is disproportionate to the number of women employed. This is particularly true for women in secondary education, where only about 20 per cent of headships are held by women. All the female headteachers of one English shire county were interviewed about their own experiences and views on barriers to women's progress. The interview schedule was based on the author's classification of the theories of Shakeshaft and Schmuck. The data are analysed under the headings of: overt and covert discrimination; constraints experienced within the work situation; and constraints experienced through roles outside the work situation and early career influences. The headteachers had experienced both overt discrimination and more subtle sexism and tended to meet both with pragmatism, rather than confrontation. They had avoided gender‐stereotyped roles within the work situation, and were generally free of the major responsibility for domestic affairs. As children, they had been aware of high educational expectations held of them by their parents. Supportive partnerships and minimal career breaks had been important in their progress. 相似文献
15.
ROSALYN GEORGE 《Gender and education》1998,10(4):417-430
The relationship of age to gender in training, education and the wider society has been largely neglected. This article starts by exploring the discourses of ageism and sexism which impact on older women. The article then considers the situation for one group of older women who are all preparing to become teachers. Drawing on the perspectives of 11 older women, this article illuminates some of the dilemmas which mature trainee teachers experience. The intention in this article is to ensure that age is included when the complexity of women's oppression and discrimination is analysed. 相似文献
16.
吕灿 《读与写:教育教学刊》2008,5(8)
Kate Chopin's The Awakening,is a portrayal of the life of the well-to-do but unhappy married woman Edna Pontellier.Edna enjoys all the advantaged provided by her husband and ahs two lovely children.She is unhappy because she is confined to her house and expected to be a dutiful wife and a loving mother.When she begins to change her way of living,to live for herself instead of her husband and children,she is opposed by her family,her friends and others.To finds her freedom,she drowns herself in the sea.The tragedy of Edna is the tragedy of most women in a patriarchal society,and the novel which caused a storm of criticism at its publication has been considered to be a pioneer work in feminist movement. 相似文献
17.
Perceived experiences with sexism among adolescent girls 总被引：1，自引：0，他引：1
This study investigated predictors of adolescent girls' experiences with sexism and feminism. Girls ( N = 600; M = 15.1 years, range = 12–18), of varied socioeconomic and ethnic backgrounds, completed surveys of personal experiences with sexual harassment, academic sexism (regarding science, math, and computer technology), and athletics. Most girls reported sexual harassment (90%), academic sexism (52%), and athletic sexism (76%) at least once, with likelihood increasing with age. Socialization influences and individual factors, however, influenced likelihood of all three forms of sexism. Specifically, learning about feminism and gender-conformity pressures were linked to higher perceptions of sexism. Furthermore, girls' social gender identity (i.e., perceived gender typicality and gender-role contentedness) and gender-egalitarian attitudes were related to perceived sexism. 相似文献
18.
刘雄平 《广东教育学院学报》2005,25(1):68-71
《扶桑》以现代叙事技巧讲述了海外华人在美国充满辛酸而富有传奇的经历，对百年来的华人移民历史进行了深刻的反思。叙述者穿行于历史与现实之中，驰骋于真实与虚构之间。先是质疑与解构那些带有偏见和歧视的史书，然后以自己的经历和体验来想象和重构那段早已湮灭的历史，但最后又不得不解构自己重构的历史。新历史主义的突破与局限在小说中得到了集中的体现。 相似文献
19.
Jayne E. Stake 《Gender and education》2006,18(2):199-212
Women's and gender studies (WGS) classes and programmes have been developed on many university and college campuses around the world. Despite some success in the establishment of WGS in higher education, WGS has been the target of significant criticism. Detractors of WGS have charged that WGS is intellectually frivolous and that WGS teachers focus excessively on students' personal thoughts and experiences, are intolerant of differing opinions, present a narrow political ideology and, in many cases, cause distress to students. In contrast, WGS pedagogists have emphasized the importance of allowing students to express their thoughts and opinions and of developing open‐mindedness and scholarly, critical thinking. Further, they have asserted that WGS courses promote important educational goals, including increased awareness of sexism and other social inequities, more egalitarian attitudes toward women and other traditionally oppressed groups, and active community involvement to promote social equality. This review considers the empirical evidence for these competing opinions of the value and impact of WGS. 相似文献
20.
Petrea Redmond Hannah Gutke Linda Galligan Angela Howard Tara Newman 《Gender and education》2017,29(3):332-351
Issues of gender imbalance in leadership have long been a significant issue in universities, as is the case across most industries. This paper explores the experiences of seven females who have successfully achieved senior leadership positions at a regional university in Australia. While the experiences of these women differ in many ways, there are certainly similarities in the challenges and adversities that they have faced, and their perceptions of what has allowed them to experience success in their leadership roles. This paper provides a number of recommendations for women aspiring to be leaders in higher education, such as committing to ongoing development, taking opportunities when presented, developing resilience, developing a track record, and seeking support, and also recommendations for institutions. 相似文献