发布求助
文献互助 智能选刊 最新文献

Gender and Education最新文献

筛选
英文 中文
Using professional development resources to support the inclusion of gender equity in early childhood teaching and curriculum planning 利用专业发展资源支持将性别平等纳入幼儿教学和课程规划
IF 2.2 3区 教育学
Gender and Education Pub Date : 2022-11-23 DOI: 10.1080/09540253.2022.2142530
Kylie Smith, Bruce Hurst, Disa Linden-Perlis
{"title":"Using professional development resources to support the inclusion of gender equity in early childhood teaching and curriculum planning","authors":"Kylie Smith, Bruce Hurst, Disa Linden-Perlis","doi":"10.1080/09540253.2022.2142530","DOIUrl":"https://doi.org/10.1080/09540253.2022.2142530","url":null,"abstract":"ABSTRACT Gender-based violence (GBV) is a global health issue that affects significant proportions of women and girls. Despite research showing that children understand and perform stereotypical gender norms from as young as 3 years, addressing gender with young children is controversial. Programs that aim to teach gender fairness and respectful relationships in early childhood settings are uncommon. This article reports on an evaluation of a trial of a whole of service approach to the teaching of gender equity with a group of early childhood services in Melbourne, Australia. The project resulted in many changes in professional practice including applying a gender lens to planning practices and making changes to the resources provided in children’s learning spaces. This research has important implications for how gender equity might be taught with young children and the support that early childhood educators need to implement these changes.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"199 - 214"},"PeriodicalIF":2.2,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43894775","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}
引用次数: 0
Men’s career choices in early childhood education and care – an embodied intersectionality perspective 儿童早期教育和护理中的男性职业选择——一个具体的交叉性视角
IF 2.2 3区 教育学
Gender and Education Pub Date : 2022-11-23 DOI: 10.1080/09540253.2022.2142531
Birgitte Ljunggren, Christian Eidevald
{"title":"Men’s career choices in early childhood education and care – an embodied intersectionality perspective","authors":"Birgitte Ljunggren, Christian Eidevald","doi":"10.1080/09540253.2022.2142531","DOIUrl":"https://doi.org/10.1080/09540253.2022.2142531","url":null,"abstract":"ABSTRACT The workforce in early childhood education and care (ECEC) is highly gender-segregated with a majority of women. Gender-sensitive professionalization is regarded a way to recruit more men, but there is a call for more empirical research into perspectives that combines bodily aspects of gender, professionalization and men`s career choices. Applying the notion of embodied intersectionality, this article analyses narrative data from Nordic men with varying experience with formal ECEC education and work. It explores how embodied and intersectional experiences of ECEC work and professionalism emerge in the narratives and how embodied and intersectional experiences link to the men’s choices of entering, staying, or leaving ECEC. Such experiences appear in the narratives related to entry to and exit from formal ECEC education to parental cooperation and to professional play practices. The findings are discussed in relation to the professionalization of ECEC, professional exclusionary and inclusionary mechanisms and debates about ECEC professionalization.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"37 - 52"},"PeriodicalIF":2.2,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49610322","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}
引用次数: 0
Programmes for boys and men: possibilities for gender transformation 男孩和男子方案:性别转变的可能性
IF 2.2 3区 教育学
Gender and Education Pub Date : 2022-11-21 DOI: 10.1080/09540253.2022.2147670
A. Keddie, Shelley Hewson-Munro, Anna Halafoff, Maria Delaney, Michael Flood
{"title":"Programmes for boys and men: possibilities for gender transformation","authors":"A. Keddie, Shelley Hewson-Munro, Anna Halafoff, Maria Delaney, Michael Flood","doi":"10.1080/09540253.2022.2147670","DOIUrl":"https://doi.org/10.1080/09540253.2022.2147670","url":null,"abstract":"ABSTRACT The contemporary #MeToo moment has led to renewed concern about issues of masculinity and gender justice. This moment provides a strong warrant for critically analyzing different programmes for boys and men in relation to their capacity for gender transformation. This paper presents three such programmes located in Victoria (Australia) as case studies (1) an Activist Programme, (2) a Sports Programme, and (3) a Rites Programme. The paper highlights some of the possibilities and contentions for each programme in relation to their capacities for gender transformation through comparative analysis. The paper draws attention to the complexity and diversity of ‘promising approaches’ for effectively engaging boys and men in respectful masculinities.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"250 - 266"},"PeriodicalIF":2.2,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44591085","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}
引用次数: 4
Erasures of gender in/equity in Australian schooling: ‘The program is not about turning boys into girls’ 澳大利亚学校性别不平等:“这个项目不是要把男孩变成女孩”
IF 2.2 3区 教育学
Gender and Education Pub Date : 2022-11-17 DOI: 10.1080/09540253.2022.2094349
M. Wolfe
{"title":"Erasures of gender in/equity in Australian schooling: ‘The program is not about turning boys into girls’","authors":"M. Wolfe","doi":"10.1080/09540253.2022.2094349","DOIUrl":"https://doi.org/10.1080/09540253.2022.2094349","url":null,"abstract":"ABSTRACT This paper is a making, a cartography that maps gender equity policy in Australian education. I suggest that entrenched reductive sexist, racist, homo/transphobic and misogynistic practices have not significantly shifted materially since the implementation of inaugural gender equity programs in the 1970s, despite the investment of much money, research and purported policy changes. My cartography intentionally draws attention to how policy material impacts precarious bodies in education; those that remain firmly classified as girls and the intersecting disadvantages of students who identify as Black, Indigenous, people of color (BIPOC), gender diverse, and Lesbian, Gay, Bisexual, Transexual, Queer, Intersex (LGBTQI+). I propose that gender in/equity that continues to flourish in our schools is a consequence of an ongoing patriarchal heteronormative education policy that has efficiently removed gender from the equity equation. At present gender, inequity is hidden in plain sight and gender and sex-based violence and harassment remain rife in schools, covertly entangled in practices and processes.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"34 1","pages":"1041 - 1057"},"PeriodicalIF":2.2,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44302114","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}
引用次数: 3
Do visual constructs in social science textbooks evince gender stereotypes and bias? A case study from India 社会科学教科书中的视觉结构是否表现出性别刻板印象和偏见？来自印度的案例研究
IF 2.2 3区 教育学
Gender and Education Pub Date : 2022-11-14 DOI: 10.1080/09540253.2022.2144626
S. Košir, Radhika Lakshminarayanan
{"title":"Do visual constructs in social science textbooks evince gender stereotypes and bias? A case study from India","authors":"S. Košir, Radhika Lakshminarayanan","doi":"10.1080/09540253.2022.2144626","DOIUrl":"https://doi.org/10.1080/09540253.2022.2144626","url":null,"abstract":"ABSTRACT India presents a heterogeneous socio-economic ethos, rooted within structures of patriarchy and caste, rendering any transformation of traditional gender roles, increasingly challenging. Gender socialisation begins in childhood and is assimilated through schools. Students imbibe gender concepts through textbooks and classroom experiences, which either reinforce their social perceptions or influence them to critique inequalities and bias. Adopting a multi-pronged approach through feminist critical discourse analysis (FCDA) and content analysis, this research evaluates the images used in Indian school social science textbooks, for constructs of gender representation, structures, and stereotyping. The research reveals that gender structures depicted in textbooks foster patriarchy and gender bias. There is minimal effort to depict feminist activism and little scope to foster gender reflexivity and social debate, which only sustains stereotypical perceptions of gender roles within Indian society.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"69 - 88"},"PeriodicalIF":2.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48164465","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}
引用次数: 1
University, neoliberalism and hegemonic bodies: narratives of international students in Chile 大学、新自由主义和霸权机构：智利留学生的故事
IF 2.2 3区 教育学
Gender and Education Pub Date : 2022-11-14 DOI: 10.1080/09540253.2022.2142529
César Augusto Ferrari Martinez
{"title":"University, neoliberalism and hegemonic bodies: narratives of international students in Chile","authors":"César Augusto Ferrari Martinez","doi":"10.1080/09540253.2022.2142529","DOIUrl":"https://doi.org/10.1080/09540253.2022.2142529","url":null,"abstract":"ABSTRACT This article investigates the production of neoliberal subjectivities in Latin American international students in Chilean universities. In last years, Chile have registered plenty political uprisings regarding its economic, social and gender inequalities. The premise is that Chile is a country where Neoliberalism is rooted not only in the form of political and economic guidelines, but as rationality. It proposes that these forms of thought-action reinforce typically male success stereotypes, dismissing bodies challenged of non-hegemonic paths. Narrative interviews with doctoral students in Chile are used to describe how the topic of academic excellence sustained by the Chilean neoliberal university market materializes differently in each body. Students report the interpellation of success discourses affecting their bodies and relating their nationhood, gender and sexualities experiences to feelings of diminishment, loneliness, discrimination, etc. I argue that the presence of neoliberal rationalities in the Chilean university favours the exercise of sexist practices, naturalized as market practices, and impose normative adjustments on the gender and sexuality performance of students.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"89 - 103"},"PeriodicalIF":2.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42153836","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}
引用次数: 1
‘It’s High School. Everybody gone judge yuh’: school as a social world where Afro-Caribbean girlhood experiences are created “这是高中。每个人都去评判你:学校是一个社会世界，在那里创造了非裔加勒比女孩的经历
IF 2.2 3区 教育学
Gender and Education Pub Date : 2022-11-13 DOI: 10.1080/09540253.2022.2144624
Ocqua Gerlyn Murrell
{"title":"‘It’s High School. Everybody gone judge yuh’: school as a social world where Afro-Caribbean girlhood experiences are created","authors":"Ocqua Gerlyn Murrell","doi":"10.1080/09540253.2022.2144624","DOIUrl":"https://doi.org/10.1080/09540253.2022.2144624","url":null,"abstract":"ABSTRACT School operates as a space/place where girls must navigate and negotiate different aspects of their identities further adding to the complexities of Black girlhood. The scantiness of sociological scholarship surrounding Black girls from the Dutch West Indies elucidates this article’s importance. I conducted audio- and video-recorded interviews with nine Afro-Caribbean girls ages 14–17 years old. The interviews were interpreted using an Afro-Caribbean transnational feminist framework which specifically centres the lives of the girls. Findings reveal that Afro-Caribbean girls navigate school by negotiating their decisions about their hair, appearance, and dress to resist heteronormative ideas in Sint Maarten. This paper is a part of a larger project where I examined how Afro-Caribbean girls from the island of Sint Maarten conceptualise what it means to be a girl and to understand how they narrate, navigate, and negotiate their girlhood experiences.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"104 - 118"},"PeriodicalIF":2.2,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43282579","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}
引用次数: 0
Student violence towards teaching assistants in UK schools: a case of gender-based violence 英国学校对助教的学生暴力:一个基于性别的暴力案例
IF 2.2 3区 教育学
Gender and Education Pub Date : 2022-11-12 DOI: 10.1080/09540253.2022.2142532
A. Holt, J. Birchall
{"title":"Student violence towards teaching assistants in UK schools: a case of gender-based violence","authors":"A. Holt, J. Birchall","doi":"10.1080/09540253.2022.2142532","DOIUrl":"https://doi.org/10.1080/09540253.2022.2142532","url":null,"abstract":"ABSTRACT In recent years significant research attention has focused on the problem of student violence in schools and, to a lesser extent, on its relationship to gender-based violence. However, student violence towards teaching assistants has not been studied, despite evidence suggesting that teaching assistants are at significantly more risk from student violence than other staff members. In this article, we draw on data from 16 in-depth interviews with teaching assistants who have experienced student violence. We conclude that violence towards teaching assistants is ignored, in both research and in schools, precisely because of the feminized and under-valued nature of the role, and argue that the continual victimization of teaching assistants diminishes their status further. We highlight its parallels with gender-based violence and argue that applying such a framework is key to recognizing the personal and social harms that this violence causes and the organizational responses that leaves teaching assistants particularly vulnerable.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"53 - 68"},"PeriodicalIF":2.2,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49249508","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}
引用次数: 1
Sovereign women: why academia? A journey gathering word-gifts and heart berries 主权女性:为什么是学术界?一次收集语言礼物和心灵果实的旅程
IF 2.2 3区 教育学
Gender and Education Pub Date : 2022-11-12 DOI: 10.1080/09540253.2022.2141695
Amy Thunig
{"title":"Sovereign women: why academia? A journey gathering word-gifts and heart berries","authors":"Amy Thunig","doi":"10.1080/09540253.2022.2141695","DOIUrl":"https://doi.org/10.1080/09540253.2022.2141695","url":null,"abstract":"ABSTRACT With the rise of Higher Education institutions seeking increased Indigenous representation within staffing, publications, and student numbers, this article considers key methodological processes, issues, and challenges associated with utilizing and embodying Indigenous and Storytelling research practises within colonial contexts. The value of new and social media as platform for cultural practise, and its potential for participant recruitment and findings dissemination is discussed. These are drawn from the author’s experience as an Indigenous academic woman researching with Indigenous academic women. Issues and responsibilities raised related to observing and developing appropriate community protocols when accessing, working with, and reporting from this group as an insider/outsider. Overall, it was found that consciously working to centre Indigenous Storying and sovereignty through research and writing practices within these systems may be received or perceived as ‘unpalatable’ and/or a challenge by non-indigenous academics but is a necessary manifestation of Indigenous practise for this researcher.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"129 - 143"},"PeriodicalIF":2.2,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45851682","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}
引用次数: 1
Thank you to reviewers 感谢审稿人
IF 2.2 3区 教育学
Gender and Education Pub Date : 2022-11-03 DOI: 10.1080/09540253.2022.2139054
{"title":"Thank you to reviewers","authors":"","doi":"10.1080/09540253.2022.2139054","DOIUrl":"https://doi.org/10.1080/09540253.2022.2139054","url":null,"abstract":"Published in Gender and Education (Vol. 34, No. 8, 2022)","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"64 7","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514351","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}
引用次数: 0
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信