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This article brings together a feminist environmentalist cartoonist with a feminist environmental educator in an exploration of the generativity of cartoons in environmental education research and teaching. Using duoethnography as a methodology, and drawing on critical and new materialist feminist theory, we explore our personal memories, stories, and conversations, as well as discussing the origins and/or significance of particular cultural artefacts (some of Judy's cartoons), to illuminate the reasons for, and influences on, our engagement with cartoons, feminism, the environment, and formal environmental education. Drawing on a range of literature around humour and environmental education and feminism, juxtaposed with our conversations and the cartoons, we also seek to identify some possible ways of measuring what impact or influence cartoons about the environment might have once they are in the world, thereby exploring their generativity in environmental education research, theorizing and practice. [ABSTRACT FROM AUTHOR]

The author describes a framework for feminist maker pedagogy implemented in a technoscience studies course, starting with its roots and related theories and then moving to reflections from her own practice at New York University. She explains the goals of the pedagogy, including learning about everyday objects in a generative, critical sense. She also discusses how her practice in feminist maker pedagogy fosters personal experimentation.

Through focusing on forms of clothing, this article reveals how educated women from marginalized communities in Pakistan and India made differential claims to being modern. Our analysis of two ethnographic studies shows how the participants mobilized their subjectivities as modern and educated women through a distinction between 'local modern' and 'local traditional'. In this article, our goal is not to define modernity, but instead to illuminate what it meant to be modern in both contexts. We integrate the narratives of young, rural Muslim women in Pakistan with those of young, rural Hindu women in India to disrupt the linear telling of the production of universal and homogenous modernity through education. [ABSTRACT FROM AUTHOR]

Examines the relationship between theoretical debates in feminism and feminist practice in secondary schools, specifically in sport and physical education. Challenges in feminist theory; Hidden curriculum of patriarchy; Possibilities of feminist pedagogy in physical education.

This article aims to reconstruct the pedagogy of Leonor Serrano, a Spanish school inspector working and developing her theories between 1914 and 1939. We use an interrogative-analytical methodology based on content analysis of her texts to reconstruct her educational theory. The theoretical deductive elements are uncovered in the analysis of the answers Leonor Serrano gives to the “basic questions of education”, issues that provide the bases for the scientific field of the theory of education to define a specific pedagogy and are identified through a process of historical-educational review. The study outcome is an explanatory narrative. The paper ends with a discussion of the method and the results. [ABSTRACT FROM AUTHOR]

We examine student perceptions about feminists and feminism, and the willingness to claim a feminist identity and engage in collective activism, as stated at the beginning and end of a Women’s Studies course. Course participation simultaneously fostered more positive views towards feminists and feminism and entrenched the unwillingness to claim a feminist identity and engage in activism. These contradictory outcomes stemmed from the critical capacity to recognise that structural inequality is reproduced through disciplinary relationships. Thus, unwillingness was entangled with feelings of fear and vulnerability in relation to the national context whereby neoliberalism guides the governance of the self, and where gender equality has presumed to be achieved. The article highlights that developing the willingness to identify and act is intimately shaped and constrained by the socio-political context and personal relationships. We consider the implications of this insight in relation to pedagogical assumptions about developing feminist knowledge in the classroom. [ABSTRACT FROM AUTHOR]

This paper sets out to investigate how children make sense of and negotiate non-traditional gender discourses promoted through the feminist version of the fairytale of Snow White. The research was based on work with 120 pupils aged 9-11 years old in 2 Athenian primary schools. The data were collected through semi-structured group interviews. The findings suggested that schoolchildren gave conflicting accounts in relation to gender discourses and identities. There is a strong indication that girls of this age are more prepared than boys to challenge traditional gender discourses. [ABSTRACT FROM AUTHOR]

In this article, I offer a qualitative study of three spaces created by and for young Muslim women in Toronto, Canada: an after-school drop-in programme for Muslim girls, a Somali women’s group and a Muslim women’s collective. I focus on data gathered from interviews of seven Muslim women in their 20s who created the spaces, which offered refuge from the racism and Islamophobia in Canadian schools and society and from the patriarchal forms of social control in their families and communities. Drawing on feminist and ethnographic approaches to citizenship studies and a critical faith-centred epistemology, I consider how these spaces function as loci for teaching and learning self and community, building communities of resistance and articulating new notions of the political and of citizenship. [ABSTRACT FROM AUTHOR]

The author discusses the role of feminism & film studies. She mentions the feminist scholars who helped expand the discipline, the invisibility of feminism in the growth of cultural pluralism, and the need for feminist theory to reinvigorate itself.

This concluding essay challenges the tendency in academia to consider feminist epistemologies and gender equality as peripheral when instead they are central to the flourishing of tourism scholarship. We analyse pervasive misconceptions about gender in higher education and present an alternative way ofdoingacademia based on dissent and critical engagement; commitment to democratic practices that allow for different points of view to be shared and accepted as trustworthy; engagement with value judgement in knowledge production; care and accountability in our ways of knowing and teaching; and the establishment of diverse career patterns and decent contractual conditions to researchers so freedom of thought can take place. [ABSTRACT FROM AUTHOR]

This introductory essay argues for the adoption of feminist epistemologies to unpack the role, nature and effects of gender (in) equality in our tourism academy. Our focus on tourism academia recognizes the importance of tourism to social life and the crucial role that tourism academics play in knowledge production. We therefore argue for a shift in the focus of extant gender research in tourism away from tourism as a phenomenon to ourselves as tourism academics. We provide an overview of the five papers in this special issue which explore the gendered nature of our academy in diverse contexts, ending with a call for greater self-reflexivity to achieve a more just and equitable tourism academy, thus benefiting both women and men. [ABSTRACT FROM AUTHOR]

This study explores what it means to be a feminist in (tourism) academia. Different understandings of feminist identity and their ethical and political dimensions are examined using the method of the vignette. This technique is applied as an autoethnographic and narrative tool that facilitates the exploration of feminism from multiple viewpoints. Three characters, Sheryl-Ana, Gloria-Ana, and Gaga-Ana, are presented, drawing inspiration from the literature and my own life experiences, research and activism in tourism academia. These narratives are followed by a discussion on multiple ways of doing academic feminism and demonstrating our capacities for political engagement. [ABSTRACT FROM AUTHOR]

This paper explores the concept of reflexivity and its changing role for both the researcher and participants. A phenomenology was carried out following three female student teachers through their teacher training and how they managed their multiple roles. Twelve semi-structured interviews were carried out over the academic year to investigate the changing nature of identity. The discourses of the students were analysed to reveal the equilibrium/ disequilibrium of the student teacher’s identity and the impact on both the researcher and the researched. [ABSTRACT FROM PUBLISHER]

The article sets out to demonstrate the prominence of the feministic mindset in the recent novels of Kenyan writers of Swahili expression. It tries to demonstrate that the novelists, regardless of their gender, are advocating the principles of equality, parity and harmony in gender relationship as a constructive standpoint for the development of the Kenyan nation. To demonstrate this, the article uses examples of various novels written by both male and female Kenyan writers that have been published in the last decades of the twentieth and the first decades of the current century, namely novels of Sheila Ryanga (Dago wa Munje), Clara Momanyi (Tumaini and Nakuruto), Ken Walibora (Siku Njema, Kufa Kuzikana and Ndoto ya Almasi) and Kyallo Wadi Wamitila (Nguvu ya Sala, Msimu wa Vipepeo and Msichana wa Mbalamwezi). [ABSTRACT FROM AUTHOR]

El artículo presenta una entrevista con Lily Eskelsen García, presidenta de The National Education Association de los Estados Unidos. Habla sobre la relación entre el feminismo y la educación, y comenta sobre el fenómeno del liderazgo femenino. También se considera la promoción de la igualdad de género en los sistemas educativos.

Late modern social theories and critiques of neoliberalism have emphasised the regulatory and negative aspects of responsibility, readily associating it with self-responsibility or analytically converting it to the notion of responsibilisation. This article argues for stepping back from these critiques in order to reframe responsibility as a relational disposition and practice in education that warrants a fresh look. Feminist scholarship on the ethics of care, affective equality and relational responsibility are revisited in light of a consideration of teachers’ work and educational purposes. It is argued, first, that there is an urgency for repositioning responsibility as a productive orientation and practice, given definitions of teaching are increasingly instrumental. Second, feminist theories of care and relational responsibility remain relevant to normative discussions of education and its knowledge and person-making purposes. Third, critical engagements with the affective and social circumstances of precarity bring new challenges for how educational institutions might respond to a pervasive sense of vulnerability, and accompanying opportunities and demands for care, interdependence and relational responsibility – towards others, not only the self. [ABSTRACT FROM PUBLISHER]

This article asks historians of education to think about the influences that we bring to bear on our work. It uses, as an example, Carolyn Steedman’s bookThe Tidy House: Little Girls Writing(1982).The Tidy Houseset out to interpret a short story written by three primary school girls in Britain in 1976. Steedman contextualised this source against the backdrop of modern children’s writing and childhood experience in nineteenth- and twentieth-century Britain. Viewing the book itself as a source, this article explores the intellectual background (the ‘theoretical field’) that gave its ideas meaning. This involves looking at the historiographical surroundings of the author, such as Marxism and feminism, in a wider lens. It also entails a consideration of howThe Tidy Houserelates to educational thought today – as well as to key issues tackled by some of the most celebrated historians of education in the last 40 years. [ABSTRACT FROM PUBLISHER]

Together with rapid developments in information technology (IT), online education is emerging as a new model for higher education. Reviewing online education from a gender perspective and searching for alternatives are deemed as very important tasks. Creating new demand for gender education is also an important objective. Online education, as a new medium of feminism, can play an important role in revitalizing conventional gender education to go beyond the constraints of time and space. Amidst the increasingly globalized world trends, online teaching techniques that use “the limitless web” to connect women across Asian locales—allowing them to share concerns, discuss their common interests, and effect change—would be an important means of moving beyond temporal and spatial limitations. By examining the current practice of online education from a gender perspective, the present paper will explore how it can serve both as an opportunity and a limitation for women, particularly in Asia. Also, by looking at a specific example of gender education in a Korean online university, where its institutionalization is progressing at a fairly quick pace, this paper will offer some suggestions to substantively and systematically supplement and activate online gender education not only in Korea but elsewhere in Asia as well. [ABSTRACT FROM PUBLISHER]

Intersectionality is a complex concept to deal with when doing research but also when teaching the interrelationships between space and social relations. Here we present “Relief Maps” as a visual tool for teaching intersectionality and its spatial dimension in higher education courses. “Relief Maps” are a model developed for research and applied in aGeography and Gendercourse at the Universitat Autònoma de Barcelona (UAB) with the aim of promoting student reflection on the relationships between power structures, places and lived experiences, starting from their everyday lives. [ABSTRACT FROM AUTHOR]

This article corresponds to a historical reconstruction of the beginnings of occupational therapy in the United States, a space where women assumed a leading role during the 20th century. It reviews the processes, interrelations and main strategies, as links to women's circles and alliances with male doctors, employed to position occupational therapy as an independent discipline of medicine. Furthermore, it explores the life and work of three important women in the profession: Julia Lathrop, Susan Tracy and Susan Cox Johnson. The methodology consisted of the documentary analysis of primary sources from a gender perspective. As a conclusión it points out the relevance of recognizing the position of women in the history of occupational therapy as fundamental pillars its construction. [ABSTRACT FROM AUTHOR]

Highlighting some themes from my study of the Black educational experience in Canada, this article focuses on future possibilities for inclusive teaching, research and policy in higher education. Taking a critical Black feminist theoretical perspective, informed by an intersectional analysis of the social construction of identity, my study employed a qualitative auto-ethnographic method and offered an emic or 'insider's perspective' on the lived-experience of being Black and multiply marginalised on the journey to claiming a higher education. Using the study as a departure point, this abstract invites the reader to consider: (a) whether a methodological approach encourages self-reflection; (b) how sharing lived experiences might impact and influence the receiver-reader; and (c) what theoretical and practical implications the study might have for equity and inclusion in higher education. [ABSTRACT FROM AUTHOR]

This paper is a collaborative effort between teacher and student. Together, the authors explore notions of global citizenship and its use as a pedagogical tool to expand understandings of gender in a global context in the Women's Studies classroom. Throughout the work, a reflection on the ways in which self and other are constructed and operate across time and space is revealed including issues such as complicating the way in which notions of 'gender' and 'the global' are engaged with in the classroom, transgressing the confines of the academy by challenging stagnant, singular notions of local and global, and implementing the characteristics of a global citizen into learning processes. This paper argues that by invoking notions of global citizenship both teachers and students in the feminist classroom are able to reach beyond immediate surroundings and deepen understandings of gender in a global context. [ABSTRACT FROM AUTHOR]

This 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. [ABSTRACT FROM AUTHOR]

Despite the fact that feminism has recognised psychoanalysis to be a theory with direct application to the understanding of sexism for over 50 years, the application of psychoanalytic thinking to feminist activism has yet to be significantly realised. Using the work of Julia Kristeva, sexism is described as a symptom of an intolerable situation and overt forms of activism, such as street protest, that are critiqued as making demands on their subject. The third-wave tendency for deconstruction is examined as having direct implications to a concept of psychoanalytically informed activism. [ABSTRACT FROM AUTHOR]

As feminist and anti-racist scholars and activists have long known, which stories predominate and which are marginalised is always a question of power and authority – about who is entitled to speak, and who has the authority to decide the meanings of words and actions. Storytelling can be used as a tool for social justice, as exemplified by the international feminist movement Hollaback! and its regional and worldwide struggle to end street harassment and make public spaces accessible for everyone. This article examines the practice of sharing stories within one specific Hollaback! group, highlighting the timeliness of the online storytelling technologies promoted by the movement and considering this work as an example of extra-academic feminist education. The article concludes by questioning to what extent feminists manage to formulate their own localised struggles through storytelling within the feminist movement as a whole. [ABSTRACT FROM AUTHOR]

Educational spaces have long provided opportunities for politicisation and activism. However, research into the processes through which students become politicised can often focus on participation in recognised forms of political action, thereby ignoring the multiple factors active in developing a political consciousness. This paper draws on narrative interviews with feminist women to consider the importance of education to their experience of becoming feminist. It considers how, for a particular group of women who were all students or recent graduates of non-STEM disciplines, academic feminism formed an important part of their narrative of becoming feminist. Each of the women referred to having a long-standing feminist inclination, instinct or feeling and indicated that studying academic feminism offered them the tools for reflecting on and articulating this. [ABSTRACT FROM AUTHOR]

I situate myself in the context of an evolving conversation in relation to what it means to be a woman. In my mother's generation, the first wave of feminism forced a collision between traditional western female values grounded in a subversive authority and the desire to emerge from that type of repressive position. From the standpoint of my daughter's generation, I may be tilting at windmills, trying to find my own authority in relation to a paternal authority that I feel deauthorises and devalues the voice I am trying to find. I take that consultation seriously, inviting me to think about relationships between what can and cannot be seen from any particular vertex. Given that maturation requires our ability to come to terms with difference and with limit, how can women more effectively enact and pass along the process of becoming oneself as a fundamental value? [ABSTRACT FROM AUTHOR]

In the text, we will try to give an account of the experience of collaboration in a Public Ethics course in the degree course in Pedagogical Sciences at the University of Verona. The course in Public Ethics has had, as its main theme, the reflection on the distinction between public and private. We will begin with consider the national context and then the one of Verona, characterised on one side by a strong feminist presence, on the other from being inserted into a cultural environment with an equally strong presence of the Catholic and conservative. After investigating this peculiar coexistence, we would like to highlight our reactions and those of the students. In particular, we will focus on emerging resistances and on amazement in front of the issues and the history of feminism by many male and female students. Finally, we use the points that emerged during the course to rethink our position as feminists and as researchers. [ABSTRACT FROM AUTHOR]

This paper seeks to contribute to the thinking on feminism's past and present entanglement with the university and strives to imagine its future. Through a close reading of the opening passage of Derrida's essay 'Mochlos, or The Conflict of the Faculties', I trace 'a university responsibility' which does not lead to a subject conceived as self-identical. Drawing on the works of Hemmings, Scott and Wiegman, I argue that we must assume responsibility which will make us, feminism and the university tremble. This paper argues that envisioning feminist responsibilities as tremendous will allow us to conceive feminism as non-identical to itself and beyond the prerequisite of the sovereign (feminist) subject. Taking tremendous responsibilities will, as Hemmings proposes, help us create feminist narratives which will be potentially more politically transformative. [ABSTRACT FROM AUTHOR]

This paper looks back on the methodology and experience of feminist consciousness-raising (CR) in the 1970s, in relation to the current re-emergence of feminism. It constructs an argument that a new wave of CR is desirable so as to construct new forms of feminist pedagogy and activism. The paper will argue that contemporary feminism in the UK and USA would benefit from this kind of methodology, through which a standpoint is constructed. The core of the paper is an analysis of how CR works as an affective and social process. Drawing on academic studies and participant accounts, the paper reconstructs the mechanisms through which participants' subjectivities and narratives are expressed and transformed. It suggests that these mechanisms express different non-homogeneous temporalities. The paper invites feminist pedagogy to get back to the base level of experience and unfold new theories and strategies to address the current context. [ABSTRACT FROM AUTHOR]

In a period characterised by worries over the rise of the corporate university, it is important to ask what role feminism plays in the academy, and whether that role is commensurate with feminist values and ethics. Commercial and political pressures brought to bear on the encounter between instructor and student can rob teaching of its efficacy, and the effects of institutional limitations on research may be equally troublesome. This essay argues that through a process-model approach, feminists can understand and intervene in ongoing shifts in institutional governance and mitigate their effects on teaching and research, and that process-model pedagogy is a form of microactivism existing independent of pedagogical content, making process-model feminism fundamentally materialist, radically strategic, and highly portable. Through a discussion of pedagogical and administrative practices in which process-model feminism can intervene, this essay suggests a way of understanding and inhabiting feminism's current place in the 'corporate' academy. [ABSTRACT FROM AUTHOR]

The aim of this article is to pose some questions concerning kairos and feminist activism. In recent years state feminism in Spain has been presented as a 'success story' of legislative victories and policy programmes regarding women' equality and equal opportunities. Only two years ago, feminist movements in Spain showed unexpected vitality in forcing the government to withdraw the intended reform of the abortion law. However, relations between state feminism and feminist movements in Spain are weak and ambivalent, and feminism in Spain, as in other parts of Europe, is said to be in crisis. I refer to ideas elaborated by Antonio Gramsci in order to identify possible barriers to the formation of relationships between state feminism and feminist movements that could impact favourably upon possibilities of collective political subjectivity and social transformation. Education plays a two-fold role in this argument. In its formal manifestations, it is a component of the institutional feminism that this article critiques, and as a series of informal pedagogical networks, education is understood here as entangled in the different expressions of feminist activism and can thus contribute significantly to the development of feminist aims. [ABSTRACT FROM AUTHOR]

By recognising the limitations of formal sex education, young people are able to seek out alternative material, gaining informal sexual knowledge through their own means and through a wide variety of sources. This paper derives from part of a larger study centred on feminism and heterosexuality in practice which features 17 feminist-identified women (age 21–59) who engage in sex with men. Offering a multi-generational perspective, in which participants experienced sex education and gained informal sexual knowledge from the 1970s to 2000s, it identifies important synergies regarding the continued insufficiencies of formal sex education as well as the role that sex-positive feminism has played in gaining informal sexual knowledge throughout the last 40 years. Motivated by overwhelming themes of protection and prevention, the informal sexual knowledge these women gravitated towards approached understandings of sex and sexuality from a critically informed, sex-positive, feminist framework, that includes the potential and possibility of female pleasure and desire. In many cases, seeking informal sexual knowledge emerged alongside young women’s early associations with feminist values and identities. Findings point to the important role of feminism and sex-positive texts in young women’s reflections on gaining informal sexual knowledge. [ABSTRACT FROM PUBLISHER]

The author discusses her experience during Masters of Fine Arts (MFA) Program where she explains various events including a story by her mentor after a female Graduate teaching assistants (GTA) being flirted along with other topics like feminism and professional dressing.

The paper attempted to analyze the socioeconomic determinants of child vaccination in Pakistan particularly focusing on women education and empowerment. Micro-data having 3221 observations from Pakistan Demographic and Health Survey 2012-13 has been used in binary logistic regression. The woman (mother) education is taken as a categorical variable, i.e. primary, middle, secondary and higher to see that what level of education has influence on child vaccination. To capture the effect of woman empowerment on child vaccination two variables are included the analysis, i.e. woman decision-making index and woman violence index. The other explanatory variables are child's sex (household's attitude towards gender discrimination), birth-interval (fertility behavior), wealth index (socioeconomic status of the household), place of delivery and postnatal-care (child and maternal health seeking behavior), woman's working status, household size and provincial residence of the household). The results have shown that woman education and empowerment (woman decision-making index and woman violence index) increase the probability of child vaccination in Pakistan. The primary level of woman education is also functional to increase the likelihood of child vaccination. Higher the level of woman education, higher is the probability of child vaccination. The results demonstrate very significant policy option for woman education and empowerment. The results further explain that birthinterval of the child, place of delivery, postnatal-care, wealth index enhance the probability of child vaccination while woman's working status and household size diminish the likelihood of child vaccination. In the provincial residence of the household, the children from the province of Sindh are less likely to have vaccination. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

A small number of attempts have been made to take stock of the field of gender and education, though very few have taken methodology as their explicit focus. We seek to stimulate such discussion in this article by taking stock of the use of visual methods in gender and education research (particularly participatory and image-based methods). We undertake this exercise by looking at the claims researchers have made about the ways in which visual methods have advanced gender and education research, and by examining how these methods have been employed in research. We argue that the visual has become somewhat invisible in accounts of gender and education research. We conclude by considering different ways in which we might develop image-based research in the future. [ABSTRACT FROM PUBLISHER]

El artículo discurre sobre el ensayo "Una aproximación a Sor Juana Inés de la Cruz: Educación femenina en Nueva España" de Virginia Aspe Armella. El autor comenta sobre el rol de Sor Juana en el desarrollo de los sistemas educativos para mujeres durante el siglo 17. También se examina su filosofía de la educación y su legado hasta el día actual.

Gender inequality in academia might be understood as an effect of the belief of a contradiction between woman and science, which make it difficult for women to appropriate the right to author and authorise acts of knowing and thinking in science. In relation to this concern, the aim of this article is to explore how a group of successful women researchers do science and uphold their position as researchers. It is based on evidence from participant observation and qualitative interviews. Theoretical understandings of femininity and cloning culture are used to analyse how the women united as a group that displays a subordinate, heterosexual femininity. Their strategies might be understood as a form of cultural cloning. By expressing a collective emphasised femininity grounded in white, heterosexual, middle-class norms, the women experienced a sameness that rendered them strong as a group and well adapted in academia. [ABSTRACT FROM AUTHOR]

Globally, while defined roles within the home based on gender and age are widely acknowledged, knowledge of the ways in which these roles take shape is largely unknown, particularly outside of Western structures. Using Kenya as a site of analysis, and student responses to images of various types of houses found in their textbook, this research will demonstrate that students' conceptualizations of home reveal extensive dissonance with the metanarrative of the gendered home. In doing so, this study attempts to address both the dearth of research exploring the production of home in non-Western environments and the potential continuum of meaning that may exist between people and home by analyzing the ways in which primary students in western Kenya produce and negotiate images of home with their lived realities. Ultimately, the goal of this analysis is to reveal the delicate negotiation students participate in when producing personal ideas of home as well as their perceptions of home for other people in their community, while also demonstrating that though the home may be gendered, it is also viewed through any number of additional cultural lenses. [ABSTRACT FROM PUBLISHER]

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. [ABSTRACT FROM PUBLISHER]

This article draws on findings from my doctoral research to exemplify some of the difficulties I encountered when interviewing 20 female professors1and subsequently writing about their life histories. In this article, I discuss how I addressed the issues of representing and positioning my participants, and I reflect on the power dynamics present in the research process. The article contends that by drawing on Bourdieu and Wacquant's [An Invitation to Reflexive Sociology. Chicago, IL: University of Chicago Press] understanding of reflexivity and feminist interpretations of their work including McNay [“Gender, Habitus and the Field: Pierre Bourdieu and the Limits of Reflexivity.”Theory Culture Society16: 95] and Adkins [“Reflexivity Freedom or Habit of Gender?”Theory Culture Society20: 21], valuable research can be produced, despite the difficulties. A related aim of this paper is to reflect back after four years in an academic post on my position as a novice researcher, and some of the associated issues facing doctoral students, particularly the problems with researching upwards [Walford, G. 2011. “Researching the Powerful. British Educational Research Association On-line Resource.” Accessed March 17, 2014.www.bera.ac.uk/system/files/Researching%20the%20Powerful.pdfWalford 2011]. [ABSTRACT FROM PUBLISHER]

Following our contribution to a study of mentoring in seven European countries, we explored epistemological and ontological inconsistencies within mainstream mentoring systems and their regulated practice in England. We considered how feminist mentoring praxis can unsettle conceptualisations of mentoring relationships and challenge inequity in the early education systems and the practice of teaching young children. Predominantly female, early childhood educators suffer from low status in England, and their working lives may be controlled and policed through inequitable systems. On entering the workforce, trainees encounter a reductionist policy milieu where mentoring structures and normative assessment arrangements contribute to inequity. Mentors play pivotal roles in inducting trainees into their worlds of work with young children. Mentoring relationships can determine whether trainees accept the status quo. Principles derived from feminist praxis enable mentors to practise an ‘engaged pedagogy’, co-constructing knowledge, subverting hierarchies and contesting taken-for-granted aspects of policy and practice. [ABSTRACT FROM PUBLISHER]

It is a well known fact that women were seen as inferior to men in most areas of the life in Victorian England. They were only expected to be good wives and mothers at home. They were taught to be 'angels of their houses'. Most women obeyed the rules of dominant culture while some strived to have jobs outside their homes. Despite the oppression of the patriarchal social structure on women, they could have occupations, such as teaching positions at schools. This study focuses on their role in education, the double standards shown to them in work choices and salary. To know what Victorian women teachers experienced during their work lives is of significance in terms of undertanding the social positions they take in today's world. [ABSTRACT FROM AUTHOR]

Preparing dance specialist teachers to successfully educate an increasingly diverse student population highlights a number of challenges within an educational policy landscape characterized by technical production, methods-centric teacher preparation, teacher-proof curriculum, and standardization. The ramifications of these policies have significantly narrowed the scope of teacher preparation and stripped curricula of educational foundations content. This article presents a praxis-incorporative approach for integrating social foundations content into dance teacher preparation based on a review of relevant national standards. Recommendations and insights, grounded in research findings from an undergraduate dance pedagogy course (n = 59) taught from critical and feminist pedagogical perspectives, are discussed. [ABSTRACT FROM AUTHOR]

Background and purpose:The purpose of this exploratory case study is to describe how scholars negotiated disciplinary divides to develop and communicate to their students an understanding of the basic features of scientific knowledge. Our goals were to examine boundary crossing in interdisciplinary collaboration and to assess the efficacy of adding science content to an introductory Women’s Studies course. Sample:We studied a collaboration between faculty in Biology and Women’s Studies and evaluated science modules in a Women’s Studies course at a regional four-year university in the Midwestern USA. The study included 186 student participants over three semesters and four faculty from Philosophy, Women’s Studies and Biology. Design and method:Women’s Studies and Biology faculty collaborated to design and implement science content learning modules that included the case of women and science in an introductory Women’s Studies course. Qualitative data collected from faculty participants in the form of peer debrief sessions and narrative reflections were used to examine the process of interdisciplinary collaboration. Students exposed to curriculum changes were administered pre- and post-lesson surveys to evaluate their understanding of issues faced by women in science careers, the nature of science, and interest in science studies. Data from collaborators, student journal reflections, and pre-/post-lesson surveys were considered together in an evaluation of how knowledge of science was understood and taught in a Women’s Studies course over a longitudinal study of three semesters. Results:We found evidence of discipline-based challenges to interdisciplinarity and disciplinary boundary crossing among collaborators. Three themes emerged from our collaboration: challenges posed by disciplinary differences, creation of a space for interdisciplinary work, and evidence of boundary crossing. Student participants exhibited more prior knowledge of Women’s Studies content than nature of science but showed learning in the areas of scientific literacy and the understanding of issues related to women in science careers. Student understanding of science content was enhanced by the participation of a woman scientist in the learning module. Conclusion:This case study illustrates how creating an inclusive space for interdisciplinary collaboration led to successful curriculum transformation and academic boundary crossing by faculty participants. Success is evident in the legacy of interdisciplinarity in the curriculum and learning gains by students. Use of a feminist science studies framework was successful at helping students learn about the influence of values on science and the tentative nature of scientific conclusions. It was less successful in teaching the distinction between science and other ways of knowing and the conception that science is an evidence-based approach to understanding the natural world. This study highlights the importance of interdisciplinary teams of faculty members collaborating to help students learn about science by modeling that there are multiple ways of knowing. [ABSTRACT FROM PUBLISHER]

The recognition of the importance of quality programmes and services for very young children is evident in the political agendas of many countries around the world. This focus has been accompanied by increasing recognition that effective leadership in early childhood programmes makes a positive difference to the outcomes for children, families and communities. Research into early childhood leadership, however, has not kept pace with the changes that are occurring within the field. In this paper, we argue that characteristics of the field including the feminized nature of the field, diverse settings, staffing, policies and purposes of early childhood education require a different conceptual framework than what currently exists. Because we live and work within highly gendered and raced discourses, it is difficult to find a space to reflect on the meaning(s) of leadership for contemporary early childhood educators that is not informed by existing (and often Western masculine) knowledge(s) about who a leader is and what a leader does. This paper draws from the work done by feminist poststucturalist and postcolonial theorists and seeks to further discuss how dominant constructions of educational leadership can be troubled and reconceptualised in ECE contexts. [ABSTRACT FROM PUBLISHER]

This essay argues that philosophy can be combined with qualitative research without sacrificing the aims of either approach. Philosophers and qualitative researchers have articulated and supported the idea that human meaning-constructions are appropriately grasped through close attention to 'consequences incurred in action,' in Dewey's words. Furthermore, scholarship in both domains explores alternative possibilities to familiar constructions of meaning. The essay explains by means of a concrete example the approach I took to hybridizing these approaches. It describes an ethnographic and philosophical study of how children made meaning of justice and solidarity through their practice of democratic citizenship in an extracurricular program called Village. At Village, children built and ran a miniature town. Their actions and conversations around the political challenges that inevitably arose exemplify meaning-making of ideals in response to actual problems. The meaning of solidarity and justice for these children emerged through the consequences of previous and present actions they took in communication with others. This essay details the methods I used for designing the study, collecting data, and analyzing my findings. [ABSTRACT FROM AUTHOR]