回顾妇女、权力和强奸文化：代表性不足的政治与政策

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2024-03-15 DOI:10.1177/01447394241239514

Amber Overholser

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引用次数: 0

摘要

在《妇女、权力和强奸文化：在《女性、权力和强奸文化：政策和代表不足的政治》一书中，作者邦妮-斯塔比尔（Bonnie Stabile）和奥布里-利-格兰特（Aubrey Leigh Grant）围绕立法、司法和行政部门中的骚扰、性侵犯和强奸的现实和政治，以及在前总统特朗普任期内我们大学校园中这些部门的途径，提供了丰富的概述和详细的研究。作者以其独特的能力，将这些强大的机构如何制造和加剧阻碍女性充分参与权力场所的结构性障碍联系起来，为关于我们如何能够、并且应该在性别平等和充分融入权力场所方面做得更好的全国性对话提供了急需的补充。

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A review of women, power, and rape culture: The politics and policy of under-representation

In “Women, power and rape culture: The politics of policy and underrepresentation”, authors Bonnie Stabile and Aubrey Leigh Grant provide a rich overview and detailed research surrounding the reality and politics of harassment, sexual assault, and rape within Legislative, Judicial, and Executive branches, and the avenue to those branches our college campuses during former President Trump’s term. The authors’ unique ability to connect the ways in which these powerful institutions create and exacerbate structural impediment to women’s full participation in places of power provides a much-needed addition to the national conversation about how we can, and should, do better in terms of gender equity and full inclusion in places of power.

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.