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1.
This article draws on case study research in two further education (FE) colleges to explore the ways in which women administrators, lecturers and managers negotiate and construct their (gendered, racialized and classed) identities in the workplace. The context is that of the restructuring of education, the ‘feminization’ of educational management, and debates about the de‐ or re‐professionalization of lecturers. The article illustrates how discourses of femininity are drawn upon in the construction of professional identities, and are used to both perform and resist new worker identities and gendered power relations. Despite optimistic discourses about a ‘female future’, the restructuring of further education does not, as yet, appear to have resulted in any notable challenge to the gendered, racialized and classed FE labour market.  相似文献   

2.
There is a rich, albeit chequered, history around single-sex schooling providing an educational option for nurturing the particular educational interests and needs of boys. While all-boys’ schools continue to position themselves at the forefront of contemporary masculine endeavour, they are simultaneously forced to fend off accusations that they are proverbial hot beds for the reproduction of gendered hegemony. Whereas some boys’ schools appear content with their ‘masculine’ profile, others appear more eager to present themselves as projecting tolerant and inclusive environments wherein respectful gender relations are actively encouraged. Situated within a wider case study, this paper examines how one all-boys’ school sought to foster gender inclusivity through a strategic initiative to increase the number of female teaching staff and the appointment of a female deputy principal. The data presented here focus on qualitative research interviews undertaken with key members of staff around 5 years after the initiative was introduced to the school. Our interpretation of the data draws largely on selected works of Michel Foucault to explore the discourse-power relations that sustain enduring hypermasculine and heteronormative values within the school. This lens provides a framework to interrogate how gendered constructions of professional identity are framed within such a context, and the spaces that exist for them to be challenged.  相似文献   

3.
This article explores ways the Performance-based Research Fund (PBRF) produces gendered results and expresses a cultural cringe. It is argued that the research evaluation is fixated with being ‘world-class’ at the expense of academic practice that focuses on New Zealand. In this context, disadvantage faced by female academics under the PBRF can be re-imagined as an exemplar of a broader experience faced by all New Zealand-trained and focused academics. At the same time, the PBRF has produced some embarrassing results for neoliberal policy-makers and somewhat empowers academics as arbiters of excellence by reifying elements of peer review.  相似文献   

4.
This article explores the role of gendered academic networks in the context of research evaluation, and women’s lived experiences of UK universities. Gendered power is conceptualised as an important aspect of inequality regimes, providing insight into how men maintain power and how power dynamics and informal networks function, characterised in this article as ‘the hustle’. A case study comprising 80 in-depth, semi-structured qualitative interviews was completed in a UK university. Acker’s theory of inequality regimes informed the central analytical framework, and Bradley’s resource-based theory of power was used to explore the power dynamics in the case study. The findings have resulted in the creation of a conceptual framework which theorises the hybridised nature of inequality, gendered power and organisational lived experience, in which inequality regimes and gendered power interact and are mutually reinforced through informal processes. This article argues, from the findings of the empirical research, that in the context of the neoliberal university, inequality regimes and gendered power interact, and are mutually reinforced through informal processes and networks—‘the hustle’.  相似文献   

5.
Good-quality sexuality education can be effective in reducing sexual health risks, but may also be disconnected from the lived realities of learners’ lives and reinforce gendered stereotypes. In line with the trend towards ‘empowerment’ in and through sexuality education, we implemented a pilot sexuality intervention with Grade 10 participants following a rigorous consultation process. Nine weekly group dialogues were held with 11 participants, with 2 follow-up sessions the next year. Freirian principles of critical consciousness and dialogical pedagogy, infused with discursive psychological understandings, were used to foreground gendered/sexual norms and to provide recognition for participants in a variety of gendered and sexual subject positions. Sessions were recorded, the facilitator kept a diary, and participants were asked to evaluate the intervention. The dialogical format of the group generated curiosity and engagement, and some participants took up a ‘responsible’ sexual subject position in a reflexive manner. A partial normalisation of some ‘hidden’ aspects of sex was enabled, and critical consciousness around some gendered inequities was promoted. We argue, first, that it is not so much sexuality education that young people need, but sexuality dialogues, and second, that a discursive psychology framework provides a nuanced and fruitful dimension to Freirean inspired ‘empowerment’ sexuality interventions.  相似文献   

6.
ABSTRACT

This article examines the views of male and female learners regarding how Life Orientation (LO) sexuality education is taught at their schools. Learners in the study were selected from five former ‘Black’ schools in the Eastern and Western Cape Provinces of South Africa. Focus groups were used to identify what learners could recall about their LO sexuality education classes. The strong trend in the data speaks to how LO sexuality education implies a gendered, heteronormative and moralistic approach to youth sexuality which silences and negates same sex relationships and girls’ accounts of sexuality. Although LO sexuality curricula are, as crafted on paper, often sophisticated learning programmes, participants point to a disjuncture between the official LO sexuality education curriculum and how LO sexuality education is taught in the studied schools. The paper concludes with some specific recommendations for teachers to promote a non-judgemental approach to sexuality education that challenges heteronormativity and other gendered injustices as part of the teaching of LO sexuality education.  相似文献   

7.
This qualitative case study attempts to conceptualize certain ‘patterns’ and ‘processes’ of which 28 mature women undergraduates give meanings to their motivation for higher education in their life contexts. Particular attention has been paid to include diverse groups of women according to their age, prior educational background, marital and occupational status. This was to seek for possibilities of differences amongst the mature women undergraduates, which is a scholarly neglected issue in the existing literature. Life history interviews were conducted with individual participants aged 25–75. Based on a combination of grounded theory approach and feminist post-structuralist theory, three types of learners were identified primarily in different generation—an age cohort that shares certain experiences in common. They are younger ‘careerist learners’, ‘personal growth learners’ and older ‘vicarious living learners’. Although the motivations for these three types of learners overlap to some extent, they disclose distinct gendered subjectivities. The analysis suggests that this partly reflects the historical dynamics of gender relations in Korean society. Drawing on empirical findings, this paper argues that more attention needs to be paid to diversities among mature women students and to socio-historical contexts under which those learners’ motivations and perspectives are constructed.  相似文献   

8.
Cultural reproduction is rarely, if ever, theorised through clandestine practices of sexual offending by teachers in the gendered hierarchies of state schools. Drawing upon Freedom of Information requests and other official qualitative data provided by a U.K. teaching council, this article endeavours to explain the form of a gendered cultural reproduction by reference to the diversity of ways in which identities are constructed and ‘contracted’ for female student victims. The article begins by looking at this taboo subject matter in the context of a historical patriarchal order and cultures of heterosexuality in schools, followed by a feminist perspective through which empirical theorisation is documented. Michel Foucault’s work on the micro-physics of power and normativity informs the emphasis of the contemporary feminist prism. It is argued that this offending occurs under the auspices of the professional teacher–student hierarchy and produces distinctive and damaging power effects.  相似文献   

9.
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10.
A beautiful myth? The gendering of being/doing ‘good at maths’   总被引：2，自引：1，他引：2  
This paper draws on a research study into why more boys than girls choose to study mathematics. My starting point is that only four of the 43 young participants, and all of them male, self‐identified as ‘good at maths’. By reading these interviews as narratives of self, I explore the ‘identity work’ accomplished within their talk and within the talk of those who produced themselves/are produced as ‘not good at maths’. I argue that central to this are the ways that young people locate themselves in a series of inter‐related gendered binary oppositions including: fast/slow, competitive/collaborative, independent/dependent, active/passive, naturally able/hardworking, real understanding/rote learning and reason/calculation. I then explore the socio‐cultural context that makes such imaginings a central feature of young people’s relationships with mathematics, discussing the role of the gendered discourses of rationality evident in western enlightenment thinking and in popular culture’s stereotypes of mathematical ‘nerds’ and ‘geniuses’.  相似文献   

11.
This paper explores the trend towards a decentred social organization of learning that has become evident over the last 30–40 years. This is illustrated by the shifting imagery of education, from the red brick school to dispersed learning networks, or ‘learning bubbles’, that constitute new learning spaces. In the context of our large funded research project that aims to assess new learning spaces, we problematize this decentring of education and consider theoretical social and spatial resources that help us to understand this shift in the social organization of learning. We draw these insights together as suggestions for framing a socio‐spatial research agenda and the key themes that help us to interrogate decentring and the emergence of new learning spaces, how these trends are manifest in educational practices, and the implications for affective learning, learners and their life chances.  相似文献   

12.
Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. We see that ready‐to‐hand access creates the potential for a new phase in the evolution of technology‐enhanced learning, characterised by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. The challenge is to enable learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other. In this paper, we review the potential of mobile learning research for designing seamless learning environments that can bridge both formal and informal learning, present a research agenda and discuss important methodological issues that concern research into formal and informal learning.  相似文献   

13.
Changing and challenging social norms is essential to preventing gendered violence, and education is widely regarded as a key means through which this can happen. Whilst good-quality research exploring the outcomes of such educational interventions exists, very little is known about what actually happens inside educational spaces aiming to instigate change. This gap limits understandings of how and why change does (or does not) happen. This paper aims to address this by providing an opportunity to peer into a ‘space for change’. To do this, observational data are analysed from a non-formal education programme aiming to empower girls to be free from violence in Kenya. Three moments are explored which illustrate ‘empowerment’, ‘subversion’ and ‘resistance’. The paper also explores the often hidden stories of the facilitators, showing that who teaches can be as important as the curriculum used in determining what happens inside educational spaces for change.  相似文献   

14.
The present paper examines male and female teachers’ language practices in relation to ‘censuring’ talk in the primary classroom, in the context of the debate around boys’ ‘underachievement’ and the ‘feminisation’ of primary school culture. Through an analysis of classroom observations with 51 men and women teachers, it looks to see whether gender differences could be found in the ways individual men and women teachers communicated in terms of their ‘censuring’ comments of pupils’ work or behaviour. Secondly, the paper takes issue with the notion that teachers operate within a ‘feminised’ educational culture, by looking at the ways in which teachers’ classroom talk can be seen to be constrained by two contrasting discourses relating to the power relation between teacher and pupil: a ‘traditional’ disciplinarian discourse, and a more ‘progressive’ liberal discourse. Both discourses have complex gendered and class dimensions, challenging the conception of a ‘feminised’ primary school culture.  相似文献   

15.
This article deals with the potential of school-based teacher education for creating a professional community of learners. Learning to participate in the social and cultural practices with regard to education is assumed to be crucial for developing a professional identity as a teacher. From the perspective of socio-cultural theory, we have made a retrospective analysis of a project for collaborative school-based teacher education. The main research question was whether there was a stimulating context for student teachers to develop their own professional identity. To what extent were students able to function as ‘legitimate peripheral participants’ in the school, and to what extent has a ‘professional community of learners’ been realized? Finally, we reflect on the conditions in which teacher education can be centred on a specific school innovation project.  相似文献   

16.
《Africa Education Review》2013,10(2):318-328
Abstract

This article highlights inherent difficulties in defining learning disability, particularly in South Africa. It traces the evolution of the category from ‘minimal brain damage’ through to the more current ‘learners with special educational needs’ and ‘learners with barriers to learning.’ Different definitions or attempts to describe the phenomenon ‘learning disability’ are reviewed. An overview of the current international research in the field is provided with particular reference to research that attempts to define learning disability. Much of this research is framed within the medical model, which has as its foundation positivism and empiricism. This results in research which is deficit-focused; in other words the focus is on pathology. A second reductionist model fragments the phenomenon of learning disability into discrete units, each of which is researched. It is suggested that, in re-thinking learning disability, the focus shifts away from the deficit, pathology based, reductionist focus currently held across disciplines.

The problem inherent in including the notion of ‘discrepancy between potential and performance’ in any definition is discussed, with particular reference to the measurement of ‘potential in South Africa's multicultural and multilingual learner population. The article ends with a proposal that there be a shift in focus to a panoptic view of the child: a view that takes in his strengths and talents. In so doing, the country may be better able to serve this growing population.

With the national shift towards inclusive education, there is a renewed focus on learners euphemistically called learners with special educational needs or the more ‘in vogue’ learners with barriers to learning. Yet what we mean when we bandy these terms about, how well we understand these learners, is questionable. The focus of this article is that sub-group of learners that educators and parents think are just not achieving as they should be achieving, despite themselves, that sub-group we identify as having ‘potential’ but not ‘performance’; that sub-group that we just cannot quite explain, we just cannot quite understand; that sub-group for whom support ranges from placement to pills to punishment!

This article critically evaluates the current understanding of the phenomenon of learning disability as it is understood in the South African context. It begins with an overview of the international research, with particular reference to the notion of definition. Thereafter, it makes comments on the term as it is used in South Africa. In conclusion, the article proposes the need for an alternative understanding of this group of learners.  相似文献   

17.
Over the past 10 years, cognitive-behavioural programmes have come to be seen as a standard form of rehabilitation for offenders in the United Kingdom. However, the majority of research has tended to evaluate the programmes purely within the evidence-based context of the ‘What Works’ criminal justice agenda. By placing the programmes within their social and political context, this article suggests that they function as neo-liberal regimes of governance that aim to ‘responsibilise’ offenders. Through an analysis of interviews with probation practitioners, the article explores how ‘othering’ discourses relating to offenders intersected with gendered, classed and ‘raced’ social identities. Consequently, young white, working-class masculinities were constructed within this educational environment as impulsive, irresponsible and ‘cognitively deficient’. Thus, the article calls for a discursive shift away from cognitive-behavioural rehabilitation techniques and towards more genuinely inclusive, socially just, and holistic educational programmes for probationers.  相似文献   

18.
This article is concerned with the types of lived spaces that emerged from exploring Emirati women learners’ spatial experiences in higher education. By conducting an ethnographic qualitative inquiry and by utilizing Lefebvre’s triad of the perceived, conceived and lived space and rhythmanalysis as a theoretical framework, two distinctive categories of the lived space emerged: ‘Hot’ and ‘Cold’ spaces, with their sub-categorizations. These emergent spaces reveal and reflect Emirati women learners’ spatial needs and experiences as manifested through their spatial appropriation and unique rhythms on campus. The findings also extend our understanding and utilization of Lefebvre’s abstract triad, specifically the lived space, and confirm how space is neither abstract nor static, but socially constructed, dynamic as well as culturally and contextually bound. The spatial focus of this study offers a novel way of thinking about women’s experiences and needs in higher education, thus extending the scholarly work on spatializing education.  相似文献   

19.
Abstract

This research employs novel techniques to examine older learners’ journeys, educationally and physically, in order to gain a ‘three-dimensional’ picture of lifelong learning in the modern urban context of Glasgow. The data offers preliminary analyses of an ongoing 1500 household survey by the Urban Big Data Centre (UBDC). A sample of 1037, with 377 older adults aged 60+, was examined to understand older learner engagement in formal, in-formal, non-formal and family-learning contexts. Preliminary findings indicate that all forms of older learning participation are lower than younger and middle-age counterparts. However, there is a subset of ‘actively ageing’, socially and technologically engaged older adult ‘learner-citizens’, participating in educational, physical, cultural, civic and online activities (including online political discussions and boycotts). These older learners were more likely to be working, caretakers and report better health overall. Long-term disabilities were associated with less engagement in non-formal learning activities. Additionally, engaged older learners’ GPS trails show more city activity than their matched non-learning-engaged counterparts. Place-based variables, such as feeling safe and belonging to the local area, moderated adult participation in learning activities. The full data-set will be accessible to researchers and the general public via UBDC, providing a complex data source to explore demographically diverse learners’ within an urban context.  相似文献   

20.
Abstract

Research has highlighted that engagement with science is highly gendered and that the masculinised culture of science makes it difficult for many girls/women to engage. Meanwhile, a growing body of research has explored the potential of out-of-school spaces to provide more equitable engagement opportunities. In this paper, I examine engagement with science among working-class, self-identified ‘girly’ girls aged 11-13. I discuss how gender performances and engagement with science shifted across science lessons, school trips and family trips to science museums. The findings suggest that engagement with science is complex, contradictory and varies across spaces – girls’ performances of hyper-femininity supported engagement with science in some spaces, but made it difficult in others. Different spaces also afforded the girls different opportunities for performing gender, which in some instances opened up new ways for engaging with science. I conclude by discussing the implications for more equitable science education.  相似文献   

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