“我以前没有看到的小事情”:通过性别故事和对女权主义的看法来体验

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Lauren Colley, Daniel G. Krutka
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引用次数: 0

摘要

摘要:这项基于社会文化从业者的研究调查了在性别与教育课程中使用女权主义教育法会影响学生对自己生活经历的解释的方式。运用经验论,我们考察了14名学生最初的个人性别故事及其对女权主义的看法。在课程结束时,我们调查了这14名学生对他们之前分享的性别故事和女权主义观念的反应。研究结果表明,学生能够理解他们在历史和社会背景下对性别公平问题的经历,但也不太可能将他们的经历放在性别多样性和交叉性的背景下。我们认为,为了让学生在各种身份和背景下理解自己的经历,女权主义教育工作者必须以交叉性为中心,但也要让学生以自己的方式理解自己的经验。我们认为,要做到这一点,学生们需要一个以批判和正义为导向的女权主义为中心的课程,并允许将经历视为话语和背景事件。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“The little things that I didn’t see before”: experience through gender stories and perceptions of feminism
ABSTRACT This socio-cultural practitioner-based study investigated the ways in which using a feminist pedagogy in a Gender and Education course would influence students’ interpretations of their own lived experiences. Using atheory of experience, we examined reflections on 14 students’ initial personal gender stories and their perceptions of feminism. At the end of the course, we examined the responses of these 14 students to their previously shared gender stories and feminism perceptions. Findings suggest that students were able to understand their experiences in historical and social contexts with regards to issues of gender equity, but also were less likely to place their experiences within the context of gender diversity and intersectionality. We argue that for students to understand their experiences within various identities and contexts that feminist educators must centre intersectionality, but also allow students to grow in their understandings of their experiences in their own ways. We contend that to do this, students need a curriculum that centres a critical and justice-oriented feminism and allows for experiences to be seen as discursive and contextual events.
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
0.00%
发文量
25
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