Gender and Education最新文献

{"title":"Sexual cultures in university: an arts-based intervention","authors":"C. Lambert, S. Williams, R. Douglas","doi":"10.1080/09540253.2023.2186375","DOIUrl":"https://doi.org/10.1080/09540253.2023.2186375","url":null,"abstract":"ABSTRACT Universities are increasingly recognized as spaces and cultures where gendered and sexualized harassment is endemic. This article pays close attention to the manifestations of sexualized behaviours in a campus university in the UK, examining some of the ways in which formations of masculinity are encouraged and reproduced through university structures, processes and aesthetics. The discussion draws on data generated by a creative project utilizing film-based materials as a prompt for collaborative reflections. Bringing together staff and students from across the university in a creative space enabled diverse experiences to be shared and produced rich and detailed insights across disciplinary and generational differences. The paper argues that such creative interventions are a vital form of feminist pedagogy offering a powerful resource for future work in this increasingly urgent field of study.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"348 - 364"},"PeriodicalIF":2.2,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49659492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From protest march to digital campaign: women’s movement and critical literacies in Indonesia","authors":"Zulfa Sakhiyya, Christianti Tri Hapsari, Sri Sumaryani, Alief Noor Farida","doi":"10.1080/09540253.2023.2183181","DOIUrl":"https://doi.org/10.1080/09540253.2023.2183181","url":null,"abstract":"ABSTRACT By employing a Critical Discourse Analysis (CDA), this paper examines the issues of women’s movement and empowerment by exploring the literacy practices of feminist activists. The narratives of literacy and its impact on women’s empowerment have been dominated by economic approaches. Freire’s notion of consciousness-raising has provided insight into the importance of women’s agency and their ideological struggle in fighting patriarchal ideologies through critical literacy practices. By taking the case of Women’s March Serang (WMS), we explore alternative stories of critical literacies and women’s empowerment and argue that critical literacies serve as a valuable mediating tool by which the women’s movement group could both transform themselves and engage in wider social activism. More specifically, WMS employs critical literacies to advocate gender equality and social inclusion in order to mobilize resources in a relatively patriarchal culture. From marching on the street to digital campaigns in social media, WMS has challenged the dominant discourse of functional literacy and women’s empowerment and demonstrated the adaptability of critical literacy practices in ongoing ways to support social activism and advocacy.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"384 - 400"},"PeriodicalIF":2.2,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43022314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Indigenous cosmologies and black onto-epistemologies in gender and education","authors":"Tuija Huuki, V. Pacini-Ketchabaw","doi":"10.1080/09540253.2023.2170334","DOIUrl":"https://doi.org/10.1080/09540253.2023.2170334","url":null,"abstract":"This issue of Gender and Education explores the relationship of Indigenous and Black ontoepistemologies, cosmologies and practices to gender and education in the broadest sense. It serves as an instance of how to rethink the colonial underpinnings of our contemporary understandings of gender and education. It is not news that feminisms have been confined to colonial logics and settler colonialist ideals. As Shari Huhndorf and Cheryl Suzack (2010, 1) wrote more than a decade ago, ‘despite [important] interventions and the urgency of gender analysis specific to Indigenous communities, Indigenous women and feminist issues remain unexamined in contemporary feminist theory’. Black feminist writer bell hooks also warned long ago ‘that many women have appropriated feminism to serve their own ends, especially those white women who have been at the forefront of the movement’ (hooks 1981). Drawing on Indigenous feminist and gender theories and Black feminisms, this special issue is a crucial (yet minor) step towards decolonial and anticolonial knowledge production in gender and education. The collection of articles, taking seriously this journal’s feminist commitment, challenges the dominance of colonial thought practices in educational academic work. Without a doubt, the authors in this issue push the field of gender and education studies in unique directions, recognizing both the indebtedness of feminist research to Indigenous and Black onto-epistemologies, cosmologies and practices, as well as the knowledges from the margins that have been ‘developed, in a wide range of forms, over thousands of years, prior to and outside of the creation of universities’ (Coburn 2020, 430). As guest coeditors, we enter into this special issue from different locations and position (alitie)s. Veronica is a settler in (what is for now called) Canada; she grew up in Argentina under military coups, from which she inherited a process of whitening the nation state. Veronica’s work in early childhood education seeks to unsettle the violent colonial acts of child development always already embedded within pedagogy (e.g. Pacini-Ketchabaw and Montpetit 2019; Vintimilla and Pacini-Ketchabaw 2020). Tuija is a feminist Indigenous scholar coming from educational gender studies. Originally from a small village in the northernmost part of Finland, she is an Inari Sámi Indigenous person from a workingclass background. The strengths, positionalities and vulnerabilities of that mixture have","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"119 - 128"},"PeriodicalIF":2.2,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47831236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The gendered construction of teachers’ identities and practices: feminist critical discourse analysis of policy texts in Ireland","authors":"G. M. Simmie","doi":"10.1080/09540253.2023.2167944","DOIUrl":"https://doi.org/10.1080/09540253.2023.2167944","url":null,"abstract":"ABSTRACT While gender and education studies abound, there are fewer studies examining how the gendered construction of teachers’ identities and practices are enabled, and constrained, in policy and research. Here, I conduct a Feminist Critical Discourse Analysis of this gendered construction in four policy texts in teacher education in Ireland, set within a neoliberal imaginary playing-out across OECD countries, and in mainstream research of teacher effectiveness. The analysis uses a metaphor of confinement to trouble the problem, and to generate wider representations and emancipatory possibilities. The findings reveal how this reform ensemble in Ireland acts more often than not in sync with a global education reform movement in gender-blind ways to constrain, if not actively confine (mostly women) teachers’ voices and agency, often in assumed, theory-weak and patriarchal ways. The study foregrounds the gendered politics of teacher education within a pressing need for egalitarian rather than conservative gender discourses.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"282 - 298"},"PeriodicalIF":2.2,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41483716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Culture, complaint and confidentiality: an autoethnographic exploration of sexual harassment","authors":"Rochelle Banks","doi":"10.1080/09540253.2023.2167945","DOIUrl":"https://doi.org/10.1080/09540253.2023.2167945","url":null,"abstract":"ABSTRACT This article explores the impact of sexual harassment on one teacher – the paper’s author and, in doing so, opens up conversations about the micro-realities of gendered harassment in educational institutions. By using autoethnography as a method of inquiry and writing from the unique perspective of the survivor-researcher, the author sheds light on how sexual harassment is enacted through gendered language, the normalization of sexist practices, and power-relations in ways that inform whose voice is heard and whose gets silenced. By placing personal testimony and documentary evidence within a poststructuralist theoretical framework, feelings of powerlessness are merged with critical reflexivity and scholarly reflection to offer insights into the ways that institutional discourses and practices nurture and/or neuter individuals’ efficacy and career potential.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"315 - 329"},"PeriodicalIF":2.2,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47529264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘What is gender to you?’: An Africana Womanist take on perceptions of gender reality on women’s agency among a rural Malawian Community","authors":"Mtisunge Isabel Kamlongera, Alinane Kamlongera Katenga-Kaunda","doi":"10.1080/09540253.2023.2167946","DOIUrl":"https://doi.org/10.1080/09540253.2023.2167946","url":null,"abstract":"ABSTRACT Historically, knowledge about African gender reality has predominantly been through a Western canon of feminism. However, overtime, there have been alternative theorisations influenced by African feminisms and African gender scholars. This article draws from a study that aims to illustrate alternative and decolonial knowledge about Malawian gender reality with a specific focus on participants’ expressions of agency. Africana Womanism is utilised in making sense of participant data as it is rooted in an emphasis of the unique socio-cultural and historical context of African women and men such as those participating in the study. The article extends knowledge on ‘resisting dominant discourses’ within gender education and research.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"299 - 314"},"PeriodicalIF":2.2,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48537316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A critical analysis of Māori cosmologies and the tyranny of epistemic western centrism","authors":"M. Skerrett","doi":"10.1080/09540253.2022.2152103","DOIUrl":"https://doi.org/10.1080/09540253.2022.2152103","url":null,"abstract":"ABSTRACT In this article, I traverse Māori positionality informing Māori worldviews, alongside geohistorical navigational trajectories of knowledge. Drawing on ancestral travel which utilized sophisticated readings of stars, currents, winds, clouds, contexts and colours of the biodiversity to navigate, the concept of wayfinding as methodology and method is used to recentre mātauranga Māori (Māori knowledge). Mātauranga Māori accumulates in the continuum of time, past, present and future. There are many ways to capture knowledge. This article draws on ‘wayfinding’ through a critical analysis of mātauranga Māori and its denigration through imperialism. It is argued that unless educationalists lead a collective challenge, the masculinist, materialist, secular, individualistic, extractive western colonial project will continue to inflict harmful discourses on Indigenous peoples and lands. Decolonizing western epistemologies and ontologies challenge both this ongoing damage as well as the histories of denigration by seeking to restore and re-centre Māori ways of being, knowing, doing and relating.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"156 - 170"},"PeriodicalIF":2.2,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47619665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What do we know about how women with forced migration experiences access tertiary education in resettlement contexts? A scoping study","authors":"Rachel Burke, S. Baker, L. Hartley, R. Field","doi":"10.1080/09540253.2022.2147488","DOIUrl":"https://doi.org/10.1080/09540253.2022.2147488","url":null,"abstract":"ABSTRACT There has been a growth of scholarly interest in the experiences of people with refugee and asylum seeker backgrounds as they seek to access tertiary education in resettlement. While gender is frequently identified as a key factor that impacts equitable participation in tertiary studies, the educational challenges for women with forced migration experiences (WFME) are often incidentally identified, rather than a targeted focus of inquiry. Here, we map the scholarly literature that explicitly focuses on the tertiary educational experiences of WFME, using a scoping study methodology (Arksey and O’Malley 2005) to explore current understandings and suggest future research directions. In analysing WFME-focused literature spanning the last ten years, we consider what is known about the barriers and facilitators to engagement, and the ways in which gendered experiences intersect with issues of language, culture, and socioeconomic and visa status to create particular constellations of gendered disadvantage that are specific to WFME.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"215 - 233"},"PeriodicalIF":2.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49474052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the gendered timescapes of higher education: reflections through letter writing as feminist praxis","authors":"P. Burke, G. O. Gyamera","doi":"10.1080/09540253.2022.2151982","DOIUrl":"https://doi.org/10.1080/09540253.2022.2151982","url":null,"abstract":"ABSTRACT This article examines the significance of neoliberalism in re/shaping the gendered timescapes of higher education in Ghana through its intersection with patriarchal forces. It draws from a project aiming to create non-hierarchical, co-mentoring spaces in which participants collaboratively generate feminist analyses. Letter-writing was identified as a form of feminist praxis and an auto/biographical method to access the multidimensional inequalities women navigated in their careers. Opening counter-hegemonic time–space and providing feminist conceptual resources, the women explored their aspirations, experiences, and subjectivities. In Ghana, women are attempting to balance the accelerated temporalities of neoliberal higher education, as productive subjects, with the explicit demands of patriarchy, which construct them primarily in reproductive terms as wives and mothers. Our collective reflections illustrate that intersecting forces are at play that impact women’s higher education careers in unpredictable and contradictory ways.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"267 - 281"},"PeriodicalIF":2.2,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46469743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the neoliberalized academy: caring and careful practices of women full professors","authors":"Isaura Castelao-Huerta","doi":"10.1080/09540253.2022.2147148","DOIUrl":"https://doi.org/10.1080/09540253.2022.2147148","url":null,"abstract":"ABSTRACT This article reveals how some women full professors have developed caring and careful practices with their students despite the neoliberalization of public higher education, thus, avoiding individualization and establishing trust and solidarity. It presents interviews with 24 women full professors from a Colombian public university, an ethnographic study with three of them and nineteen interviews with their students and colleagues. The content analysis of the fieldwork shows that the professors have caring practices, which include rebuscarse to ensure the well-being of the students and providing financial support, as well as careful practices such as intervening to prevent harm and being open to listening. Caring and careful practices of the professors serve to improve the lives of the people that are close to them and to build a much friendlier and more supportive university. However, care activities are complex, undervalued and represent a double burden, which is why modifying university policies is an urgent task.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"234 - 249"},"PeriodicalIF":2.2,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44020964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}