Women in science education are placed in a juxtaposition of gender roles and gendered career roles. Using auto/biography and auto/ethnography, this book examines the challenges and choices of academic women in science education and how those challenges have changed, or remained consistent, since women have become a presence in science education. The book’s contributors span a temporal and spatial continuum and focus on how a variety of issues relate to the paradoxes for academic women in science education. Science is characterized as a masculine endeavor, while teaching is described as “women’s true profession”. Thus, female academics involved in science education are positioned in two paradoxes. First, as teachers they are involved in a feminized profession. However, within that profession, women faculty in science education work in a discipline viewed as a masculine enterprise. Further, these women work in educational institutions that have higher status and prestige than their sisters in elementary, middle or high schools. Second, female professors are “bearded mothers”. Women who have engaged in science education value rationality and logic and assume authority as participants in academe. The use of logic, the acceptance of authority and the assumption of power are masculine gender-stereotyped characteristics. This situation places women in a paradox, because others, including peers and students, expect them to display stereotypic female gender dispositions, such as mothering/nurturing, sacrificing their needs for others, and a commitment to the institution.
The topics include: discussing how their engagement with science impacted their career trajectories and re-direction from science to science education, the relationships of cultural and racial factors on career trajectories, and the dialectical relationship between women’s private|public lives and their agency (collective and individual) in the academy and its enactment within academic fields. The book documents the lives and careers of academic women in science education from the United States, Australia, the Caribbean, United Kingdom, and Europe.
This book discusses a critical analysis of the cultural atmosphere surrounding young women of color and the influence of this culture on their development as females in a society that embodies race, class and gender as the forefront of self-identity. Analyzing magazines and popular series novels, television shows, social and academic spaces and personal life experiences of young women of color, the book explores from historical forms of understanding and interpreting females of color and their role in youth culture to what those practices and spaces look like today.
What would you do if your child told you that he or she had something “very difficult” to tell you? How would you respond? Would you sit down and try to understand what your child was trying to communicate to you? Would you respond in anger, judgment, or irritation? Would you even give your child your full attention? And after listening to your child, would you attempt to ignore, dismiss, or even deny what your child was trying to tell you?
These are important questions for all parents to ask—and answer—because it is vitally important that parents understand how to respond to the significant questions that our children present to us with care and consideration. This understanding is especially critical for parents who are faced with the additional—and unexpected—challenge of how to respond when what is so “very difficult” for their child to tell them is that he or she is lesbian, gay, bisexual, transgender, or questioning their identity (LGBTQ).
Given the strong societal stigma against the LGBTQ population, as well as the lack of education with respect to parenting skills, sexuality, gender, and identity development, many parents feel overwhelmed, ashamed, and isolated. As a result, despite coming out in increasing numbers, almost half of LGBTQ youth face an uncertain future due to parental and societal rejection.
A Soul Has No Gender is the story of one mother’s inquiry into her experience of coming to accept the sexual and gender identities of her fraternal twins, who are lesbian and female-to-male transgender, and how the experience transformed not only her relationships with her children, but with herself as well.
This book provides a timely contribution to the field of gender and development in the face of the looming failure of international development targets, the deepening HIV/AIDS pandemic and the increased incidence of civil conflict in Sub-Saharan Africa.
The overall ambition of the collection is to question assumptions behind much development policy and practice and to push out conceptual boundaries by providing critical insights from local empirical studies that bring new theoretical configurations to specific policy and practice contexts. The chapter contributions are from African and ‘Northern’ writers who have critically engaged with the ways that gendered and sexual identities are produced in particular educational and social settings in this diverse continent. After providing a consolidation of the field, the book highlights its departures from earlier work on gender, education, society and development to open spaces that provide a springboard for further research and critique around persistent and enduring development issues.
Following two introductory chapters, the text is organised in four main sections concerning gendered institutions, sexual identities, HIV/AIDS and conflict. In addressing such critical issues, this edited collection is essential reading for professionals, policy-makers, practitioners and students from a wide range of institutions including government departments, international agencies, NGOs and universities in Sub-Saharan Africa as well as in other low and high income countries worldwide.
Global and local studies show that the present growth-based approach to development is unsustainable. If we are serious about surviving the 21st century we will need graduates who are not simply 'globally portable' or even 'globally competent', but also wise global citizens, Globo sapiens. This book contributes to what educators need to know, do and be in order to support transformative learning.
The book is based on work with large, socially and culturally diverse, first-year engineering students at an Australian university of technology. It shows that reflective journals, with appropriate planning and support, can be one pillar of a transformative pedagogy which can encourage significant and even transformative attitude change in relation to gender, culture and the environment. It also offers evidence of improved communication skills and other tangible changes to counter common criticisms that such work is "airy-fairy" and irrelevant.
The author combines communication theory with critical futures thinking to provide layered understandings of how transformative learning affected students’ thinking, learning and behaviour. So the book is both a case-study and a detailed response to the personal and professional challenges that educators all over the world will face as they try to guide students in sustainable directions.
This book looks to feminist utopian thinking to seek alternative conceptualisations of the issue of gender and education. We are currently faced with a situation where the issue of gender has become one of competing needs. Debates on gender have swung from a concern for the progress of girls and women to a ‘moral panic’ about the lack of engagement of boys in education. The formulation of policy that swings from concerns and initiatives to support the educational progress of girls and women to a crisis about the engagement of boys and young men in education is ultimately to the detriment of both genders, to the educational system and to society as a whole. There is an urgent need for us to consider alternative approaches to the issue of gender and education. In utopian writing, education has been constructed as one of the means of bringing about ‘the good society’ but importantly within feminist utopian writing and thinking what we understand as ‘education’ is itself being transformed. In feminist utopian thinking, side by side with a critique of formal educational institutions, there is an attempt to think more holistically about the relationship between the educative process and the achievement of girls’ and women’s self-determination both individually and collectively to bring about a realignment of gender relationships in the sociopolitical order. This book draws from the debates about gender in the visions of alternative sociopolitical orders found in feminist utopian thinking to explore the issue of gender and education. This book will be of special relevance to those interested in feminism, gender studies, educational futures and utopian thinking.
Since the first book, Harry Potter and the Sorcerer’s Stone came out in the United States in 1997; it and the six subsequent volumes have been on the New York Times bestsellers list continuously. Harry Potter no longer solely exists in books; he is everywhere dominating our world and our children’s worlds, which is why it is important to analyze just what Harry Potter is teaching our children. Although the Harry Potter series has been critiqued and analyzed by journalists and academics alike, there are fascinating gaps in the analyses. Perhaps the most rousing of these gaps is the virtual lack of attention to the ways in which J. K. Rowling has constructed gender, and the agency of the female characters, within the texts. The purpose of this book is to address this rousing gap, by critically deconstructing the representation of women’s agency by the female characters in the Harry Potter books 2-6. The study draws on all of the pre-existing theories, frameworks, underpinnings and themes that came out of the analysis that were set forth in the pilot study/first book that critically deconstructed the first Harry Potter book. There are many different books that discuss the Harry Potter phenomenon, but rarely do they analyze the books through a social justice lens, specifically looking at gender.
On the Outskirts of Engineering: Learning Identity, Gender, and Power via Engineering Practice falls at the intersection of research about women in sites of technical practice and ethnographic studies of learning in communities of practice. Grounded in long-term participation on student teams completing real-world projects for industry and government clients, Outskirts provides an insider look at forms of engineering practice—the cultural production of engineer identity, of the ways that gender is made real in such sites of practice, and of power relations that emerge in response to enculturated practices that organize everyday life. Outskirts contributes to understanding cultural obduracy and the movement of some men and most women to the outskirts of engineering.
Getting the picture, constructing (and deconstructing) the picture, finding the picture, viewing the picture, being in the picture, changing the pictures—these are all phrases that apply to the fascinating world of ‘putting people in the picture’ in visual research within the Social Sciences.
Putting People in the Picture: Visual Methodologies for Social Change focuses on the ways in which researchers, practitioners and activists are using such techniques as photo voice, collaborative video, drawings and other visual and arts-based tools as modes of inquiry, as modes of representation and as modes of disseminating findings in social research. The various chapters address methodological, analytical, interpretive, aesthetic, technical and ethical concerns in using visual methodologies in work with young people, teachers, community health care workers—and even the self-as-researcher. The range of issues addressed in the work is broad, and includes work in the areas of HIV & AIDS, schooling, poverty, gender violence, race, and children’s visions for the future. While the studies are situated within a variety of social contexts, the focus is primarily on work in Southern Africa. The book takes up some of the theoretical and practical challenges offered by Visual Sociology, Image-based Research, Media Studies, Rural Development, and Community-based and Participatory Research, and in so doing offers audiences an array of visual approaches to studying and bringing about social change.
In this book Devorah Kalekin-Fisman and Karlheinz Schneider analyze how the relationship between the traditional and the modern is unfolding in a particular milieu by centering on the Haredi women in Israel who become part of the national (rather than the community) work force. The book is based on analyses of interviews with people in the Haredi world. The authors’ goal is to attain an understanding of what women’s work means to the women, to their families, and to the Haredi community as a whole, by placing women’s self-presentations in the context of sociological literatures relating to the sociology of religion and the sociology of gender.
The focal issue is the question of how traditionalism fares when the legitimator / monitor of tradition in the home encounters the constraints of modernity through her studies and her work.