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The widening participation agenda: the marginal place of care 总被引：1，自引：1，他引：0
This paper is based upon two empirical studies, which identify care‐giving responsibilities as a key mediator of mature students’ – a target group within the widening participation strategy – experiences of higher education. Employing a feminist lens on care, we identify a disjuncture between how students experience the challenges of negotiating care and study, and the narrow and economistic way care is addressed within higher education policy. We point to the broader recognition of care emerging within New Labour’s policies on the reconciliation of paid work and family life and argue that in the context of increasing expectations that learning is for life, care needs to be recognised in a broader form at the interface of both education and employment. Drawing on the notion of a ‘political ethics of care’, we conclude by identifying elements that should be included in a higher‐education ‘care culture’. 相似文献
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Elisabet Öhrn 《Gender and education》2009,21(4):423-430
The aim of this article is to start a debate about the inclusiveness/exclusiveness of the field of gender and education, and what change might be possible. While we focus on the field of gender and education as a whole (including its journals and academic practices), our main sources of evidence are our own experiences as gender researchers on different sides of the Anglophone divide, and a small survey of articles in this journal, Gender and Education, chosen because it is the main journal of choice for those hoping to make a contribution to the field. We examined articles published in three years, 1990, 1998 and 2007, in order to identify if and how the journal (and hence the field) has changed in orientation over time. Following a discussion of the survey outcomes, we draw attention in particular to the journal’s Anglophone orientation and the implications this has for the field as a whole. We further argue for greater reflexivity about our and other’s practices as feminist academics, and propose some strategies for action with the aim of making the field more inclusive. 相似文献
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Susanne Kreitz-Sandberg 《Gender and education》2013,25(4):444-465
This paper contributes to our knowledge of teacher educators' strategies for, and dilemmas with, working with gender inclusion in teachers' education. It illustrates how gender is constructed and reconstructed in teachers' education. The study revealed that teachers' education is not only – as earlier described – a highly feminised field, it is also a discipline that is permeated by horizontal and vertical segregation typical of higher education. The study analyses how university teacher educators experience and handle consequences of this horizontal segregation, building on interviews with subject representatives at a Swedish university. The results exemplify how university teachers reflect on gender policies and their own roles when working with teacher students. Heteronormative patterns also become visible in strategies meant to facilitate gender equality and desegregation. The author argues for the need to include university teachers' perspectives in future strategies for developing gender inclusion in university education. 相似文献
5.
Beyond gender identity? 总被引：1，自引：1，他引：0
Mary Lou Rasmussen 《Gender and education》2009,21(4):431-447
This paper focuses on the continuing significance of gender identity as a category of analysis within the field of gender theory and research in education. I begin by considering contemporary discussions of the limitations of research relating to gender theory and research in education. Following on from this, I explore some contemporary theorising on the category of gender within educational research in order to highlight ongoing debates that I perceive in the field. Finally, via a discussion of school toilets and gender performance, I consider how theoretical discourses relating to space and architecture might further develop the utility of gender as a category of analysis within education. 相似文献
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Antonia Kupfer 《International Studies in Sociology of Education》2014,24(1):113-125
This paper analyses the interrelation of twenty-first-century education and work from a gender perspective. The analysis is carried out theoretically by asking whether human capital theory and Bourdieu’s reproduction theory are adequate instruments for such an endeavour. It is argued that the explanatory power of the human capital concept of the interrelation between education and work is extremely weak, because the human capital concept conceals costs necessary to create human capital. In contrast, reproduction theory comprehends investments in education through reproductive work. But, reproduction theory fails short to explain ongoing gender hierarchies within employment. Therefore, analysis of social and societal structure needs to go beyond the focus on education and work to explain the maintenance of gender hierarchies. 相似文献
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The long-standing relationship between social disadvantage and poor educational outcomes continues to preoccupy educational policy-makers, with teachers at the front line of the ongoing struggle. Across the range of equity concerns, gender may be noted as either qualifying disadvantage or compounding it, but the meaning of gender as a simple binary category is rarely challenged. Using data drawn from a study in three disadvantaged urban fringe Australian high schools we argue that the policy-driven gender-as-difference approach can serve to mask educational inequality rather than to challenge it. By demonstrating the ways in which the girls and their teachers respond to, interpret and understand their schooling experience, we suggest the enriched capacity of a relational theory of gender that, while inclusive of earlier theoretical moments and cognisant of progress made, does offer a more coherent and potentially redemptive basis for educational intervention 相似文献
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In this article, we research and revisit our own experiences of gender equality work to determine the societal and discursive power relations that have shaped gender equality. We conducted our study in Finland, a ‘Nordic model of gender equality’, but we argue that these results have worldwide relevance, especially since Nordic models of gender equality and education have been exported globally. By combining earlier research, our own extensive experience of conducting gender equality work, and previous literature on feminist pedagogy, we examine the possibilities of what we call ‘gender equality pedagogy’ in an era of marketization. To develop the concept of gender equality pedagogy, we ask how combining an analysis of gender equality work with feminist pedagogy can help to acknowledge and utilize power relations. We suggest that understanding gender equality work as a form of pedagogic practice might help overcome some of the barriers that gender equality work has encountered for decades. 相似文献
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Education ministries in the Caribbean countries have directed considerable attention over the last decade to ‘solving’ the ‘problem’ of boys’ underachievement. Rather than considering such interventions, our central concern in this paper is to revisit debates about the interpretation of the issue, to explore whether boys’ underachievement is indeed a ‘problem’, in the sense of both an empirical reality and an issue requiring political attention. In this paper, we explore contestations over the reality and complexity of educational underachievement and whether this relates to broader political–economic marginalisation (or privileging) of boys. We turn then to explore the relationship between material realities and gendered subjectivities. Overall, we argue that boys’ underachievement should neither be ignored nor be the exclusive focus of attention and that a move from ‘boys’ underachievement’ to a broader analysis of ‘gender and education’ is needed, to place the debate in a gender relational context. 相似文献
10.
Richard A. Fabes Erin Pahlke Carol Lynn Martin Laura D. Hanish 《Educational studies》2013,39(3):315-319
Concern has been raised that segregation of girls and boys into separate classes leads to increased gender stereotyping. We tested this in a sample of 365 seventh-grade students attending a junior high school that offers both gender-segregated (GS) and co-educational classes. It was found that for both boys and girls, the more GS classes they took in the fall, the more gender stereotyped they were in their responding in the spring (controlling for initial levels of gender stereotyping). We concluded that GS likely heightens the salience of gender in the classroom thereby reinforcing and increasing gender stereotypes. As such, we argue that GS is a misguided approach to addressing any educational difficulties girls and boys might be having. 相似文献
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Becky Francis 《Gender and education》2010,22(5):477-490
Recent gender theorising has been enlivened by post‐structuralist accounts of gender as ‘disembodied’; the reading of gender performances as distinct from sexed bodies. However, there has been little application of such theoretical positions to empirical analysis in gender and education. This article employs two such positions – that of ‘female masculinity and male femininity’, and that of ‘gender monoglossia and heteroglossia’ – to data raised from a research project on high‐achieving pupils. It is argued that although cases of female masculinity and male femininity are identified, such labels can usefully be applied to only a very small number of pupils, and even here there are profound problems in the conceptual application. The concept of gender heteroglossia appeared applicable to a far larger number of pupils. It is argued that this latter concept offers a less rigid application, that can incorporate analysis both of continuing patterns of gender inequality (as reflective of gender monoglossia), and of individual, gender‐transgressive (heteroglossic) performances. 相似文献
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Similar to other European countries, the introduction of non-academic, especially managerial, criteria in higher education has shaped and altered Austrian universities since over a decade. This paper presents the results of a frame analysis of Austrian higher education debates from 1993 until 2010. It outlines how reforms in higher education were prepared and enhanced by a new policy discourse, with a special focus on the way gender equality is framed in reform debates. Our article describes three core frames: ‘from local to global’, ‘from ivory tower to business’ and ‘from civil servant to excellence’. We cluster these three frames around imaginations of space that are embedded in the normative foundations of academia, and discuss how this links up with arguments for gender equality. We furthermore propose to analytically separate two conceptions of the university: the ‘entrepreneurial’ and the ‘managerial’ university. 相似文献
13.
Perceptions of differences in the participation and achievement of girls and boys in school science and mathematics have given rise to considerable curriculum research and professional development. This research, and the practices arising from it, has aimed at increasing the participation of girls in ‘non‐traditional’ school subjects, with the ultimate goal of enhancing girls’ post‐school options. Mathematics and science have been seen as critical in this respect, particularly the higher levels of mathematics and the physical sciences. This research and professional development have contributed to our understanding of the issues and have no doubt affected the post‐school options of some girls. However, there is also dissatisfaction at the lack of significant change that has flowed from this work. A more critical analysis is now emerging, leading to a deeper questioning of the assumptions that underlie research and development in the field. Ironically, at the same time there are reports that funding for research into aspects of gender issues is now taking an even lower profile than in recent years (Tisdall 1992). This paper has emerged from debates relating to gender issues from the perspective of two teachers, one of science and the other of mathematics. The debates were precipitated by a move from work as school teachers to work in higher education, where there is an explicitly stated responsibility for research as well as teaching. The change in our labour served to highlight personal questions about the legitimation of different accounts of education in research, science and mathematics education and gender issues. It was in the process of grappling with the apparent plethora of research methods that we began to look at the epistemological assumptions of research into gender issues in science and mathematics education. For us then, there are three major interrelated and overlapping areas of concern. One is related to the epistemological assumptions that pervade science and mathematics in schools. The second also concerns epistemological assumptions, those relating to educational research, particularly into gender issues. The third raises the ontological question of the conceptualization of gender within the research. We needed a conceptual framework to enable us to critique the normalization of the debates and uncover the problematics within each of these three concerns. At the same time, the framework had to allow an examination of the interrelatedness and continuities between them. It was the normalization and apparent consensus surrounding these issues that was disturbing for us. This we recognized as a depoliticization of social institutions which are essentially political. It was against this background, and in acknowledgement of some feminist critiques (Fraser 1989), that we use a framework developed by Habermas (1972), which recognizes the political dynamic of epistemological positions, and allows us to make explicit the politics of educational research. Our starting point, in this paper, is Habermas's work. We outline the three ‘knowledge‐constitutive’ interests of this schema, and describe their implications for education. We then explore the dominant perspective within science and mathematics education. Having described this context, we examine the gender research with particular attention to the conceptualization of gender. With reference to Habermas's framework the epistemological and ontological assumptions of this research are explored, and the possibilities and limitations are discussed. This is used to examine the epistemological basis of different research methodologies. We contend that there is a relationship between the scientific paradigm, the organization of education and the framing of research. Further this relationship has constituted the field of research about gender and science and mathematics and limited its potential for explanation. 相似文献
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Heather Mendick Maria Berge Anna Danielsson 《British Journal of Educational Studies》2017,65(4):481-497
In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on ‘identity work’. We argue that it is important to unpack the ways that the pipeline model fails to engage with intersections of gender, ethnicity, social class and nationality, and their impact on science and with debates about science as elitist and implicated in neoliberalism. 相似文献
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Julie McLeod 《Journal of educational administration and history》2017,49(4):283-300
This article examines challenges in writing histories of feminist reforms in schooling and educational administration. The focus is gender equity reforms in Australian schools since the 1970s, looking at how those earlier interventions are now remembered, represented and forgotten, in policy memory and collective narratives. Such feminist endeavours were part of the policy landscape and the administration of schools during the 1970s and 80s. I argue that feminist agendas can also be examined as themselves sites for managing the conduct of teachers and students and for regulating new forms of identity and social relations. These paradoxical aspects of feminist reform are analysed through a Foucauldian lens. The discussion identifies contextual themes in JEAH before considering debates within gender and feminist history. A revisiting mood has initiated a stocktake of the stories told not only about feminism but also the accounts feminism gives of itself. Extending this, I propose that critical attention to memory and the movement of received and revised historical narratives is vital for analysing the legacies of feminist reforms and how they might be (re)animated in the present. More broadly, it is suggested that attention to policy memory offers fruitful directions for historical studies of educational administration. 相似文献
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Miwa A. Takeuchi Pratim Sengupta Marie-Claire Shanahan Jennifer D. Adams Maryam Hachem 《Studies in Science Education》2020,56(2):213-253
ABSTRACT Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping research and practice of STEM education. We examined 154 peer-reviewed articles published between January 2007 and March 2018 and analysed them along several emergent dimensions: their geospatial focus, focal disciplinary areas, methodological and theoretical assumptions, and major findings. Grounded in a critical transdisciplinary perspective, we used critical discourse analysis to identify how macrosystemic and institutionalised forces – overtly and implicitly – shape what counts as STEM education research, including its goals and conceptualisations of learners and learning. Our analysis highlights the need for aesthetic expansion and diversification of STEM education research by challenging the disciplinary hegemonies and calls for reorienting the focus away from human capital discourse. 相似文献
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Sex doesn't matter: the role of gender in the formation of student-university relationships 总被引：1，自引：1，他引：0
As competition intensifies, higher education providers are facing ever more complex challenges in attracting and retaining students. These new marketing challenges have necessitated a need to more comprehensively understand the factors that lead to positive perceptions of the institutions services, as well as positive referral of the brand. This research focuses on students' perceptions of the importance of satisfaction, trust, and commitment in the development of student loyalty. In particular this research examines whether or not these antecedents differ for male versus female students. A structural equation modelling approach was adopted using a sample of 447 students. Despite literature which characterises males as task oriented, and females as relationship oriented, gender did not influence the salience of the antecedents to loyalty. These results show that first and foremost both gender groups seek to form affective and emotional bonds with their institution and hence a sense of psychological closeness to it. Student satisfaction was found to be the second most important driver of loyalty across both genders. Conclusions, implications and opportunities for future research are presented. From a managerial perspective, it is expected that uncovering the importance of key relationship marketing constructs between genders will enable higher education institutions to develop more targeted relationship marketing programs. 相似文献
18.
Yvette Baggen Jakob Mainert Thomas Lans Harm J. A. Biemans Samuel Greiff Martin Mulder 《International Journal of Lifelong Education》2015,34(4):412-429
Today’s working life is increasingly characterized by entrepreneurial challenges. Entrepreneurial challenges start at an individual level with the identification of entrepreneurial opportunities, which is acknowledged as one of the key competencies for lifelong learning. Since the identification of entrepreneurial opportunities relies heavily on the opportunity identification competence (OIC) of individuals, understanding the meaning of OIC is relevant. Until now, OIC has been explored in the young entrepreneurship research field. However, entrepreneurship researchers until now have not fully explored OIC. According to several authors, the research on complex problem solving (CPS) in the cognitive research field might contribute to understanding OIC. In this paper, we review the link between OIC and CPS by comparing the cognitive and entrepreneurship research fields. We argue that those who excel in identifying opportunities share core characteristics with high-level complex problem-solvers. We propose to conduct empirical research in the future to investigate the relation between OIC and CPS within a work context in order to gain more insight into OIC. We believe that the cognitive research field contributes to the entrepreneurship research field and provides a deeper understanding of the initial steps of the entrepreneurial process. 相似文献
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Jo Warin 《Gender and education》2019,31(3):293-308
This paper aims to open up the rationales that are used to argue for an increase in male participation in the early childhood education and care (ECEC) workforce. Two theoretical concepts are highlighted and compared: gender balance and gender flexibility. An ethnographic study was conducted in one unusual nursery that has five male workers, using focus groups, one-to-one interviews and observations with male and female practitioners, managers and parents. Some practitioners used a discourse of gender balance to justify the value of the male contribution to the workforce, based on heteronormative ideas about the division of gendered labour within the traditional family. Others emphasised the importance of the highly versatile ECEC practitioner and linked a value for identity versatility with gender flexibility. Our findings lead to recommendations about the need to recruit, train and retain practitioners who are gender conscious and can respond to young children in gender-flexible ways. 相似文献
20.
This article examines which bodily performances indicate the significance of gender in the skills training of physiotherapy students. It is based on a qualitative study of first-year students' skills training in a Norwegian physiotherapy education programme. The study draws inspiration from Paechter's theory of the communities of masculinities and femininities, which argues that the material body is significant in gender construction. These findings indicate how, both historically and contemporarily, gender norms are strongly interwoven into students' bodily performances during their professional training. This bodily performance conforms to heteronormativity. Based on these findings, we argue that within critical educational studies of gender there is a need for theoretical frameworks that include a focus on the material body as a site of gender performance. 相似文献