This edited volume gives explicit attention to the influence of gender, feminism, and queer theory in self-study of teacher education practices. It builds on the self-study community’s interest in social justice that has mostly been focused on race, ethnicity, gender, disability, and power, as well as broad conceptions that include multiculturalism and ways of knowing. This is the time to examine gender both because our community is growing and because of the reconceptualization of issues of gender, feminism, and queer theory in teacher education. This collection of papers provides a space for members of the self-study field, from founders to welcomed new members, along with the general community of teacher educators to problematize these issues through a variety of theoretical lenses. As always with self-study the impetus of the research is on the improvement of individual practice. Readers will find innovative approaches and insights into their own work as teacher educators.
Gender & Pop Culture provides a foundation for the study of gender, pop culture and media. This comprehensive, interdisciplinary text provides text-book style introductory and concluding chapters written by the editors, seven original contributor chapters on key topics and written in a variety of writing styles, discussion questions, additional resources and more. Coverage includes:
- Foundations for studying gender & pop culture (history, theory, methods, key concepts)
- Contributor chapters on media and children, advertising, music, television, film, sports, and technology
- Ideas for activism and putting this book to use beyond the classroom
- Pedagogical Features
- Suggestions for further readings on topics covered and international studies of gender and pop culture
Gender & Pop Culture was designed with students in mind, to promote reflection and lively discussion. With features found in both textbooks and anthologies, this sleek book can serve as primary or supplemental reading in undergraduate courses across the disciplines that deal with gender, pop culture or media studies.
Current school systems create a generation of students who experience institutional practices that honor other students’ needs—those students who share the values of those with power—and have pathologized other groups, specifically women of color.
(In) Visible Presence intends to contribute to existing pedagogy, which empowers students, teachers, administrators, and policy makers to develop participatory membership in schools and among citizens who can begin to create an anti-oppressive society.
(In) Visible Presence contains a holistic, thematic approach to exploring young adult (YA) novels written by women of color, while providing cultural and historical contexts for interpreting and analyzing their work through a feminist lens. Unlike other scholarship,
(In) Visible Presence uses a feminist theoretical framework to create a space in which select literary works offer counter-narratives that can be analyzed and critically interpreted according to principles and ideas intended to validate women, thus making their triumph over racism, sexism, classism, and heterosexism and equity challenges a visible cause relegating consequential change for both young girls and women of color.
(In) Visible Presence maintains current discourse dialogue through a concentration on the intersectionality of gender, race, and class identities and how these identifiers serve as criteria for privilege and marginalization, even in YA literature.
(In) Visible Presence aims to explore YA literature written by women of color represented by African American, Asian American, Indian American, and Latina Americans. Our theoretical perspective focuses on the connection of race, gender, and class that is exclusive to women of color. The construction of “voice” and “space” is important for readers to hear from those once silenced.
Who are we with—and without—families? How do we relate as children to our parents, as parents to our children? How are parent-child relationships—and familial relationships in general—made and (not) maintained?
Informed by narrative, performance studies, poststructuralism, critical theory, and queer theory, contributors to this collection use autoethnography—a method that uses the personal to examine the cultural—to interrogate these questions. The essays write about/around issues of interpersonal distance and closeness, gratitude and disdain, courage and fear, doubt and certainty, openness and secrecy, remembering and forgetting, accountability and forgiveness, life and death.
Throughout, family relationships are framed as relationships that inspire and inform, bind and scar—relationships replete with presence and absence, love and loss. An essential text for anyone interested in autoethnography, personal narrative, identity, relationships, and family communication.
Scars is a novel about whiteness, racism, and breaking past the normative boundaries of heterosexuality, as experienced through eighteen year old Savannah Penelope Sales. Savannah is a Black girl, born and raised in a white, working class, and rural New England town. She is in denial of her lesbian sexuality, harbors internalized racism about her body, and is ashamed of being poor. She lives with her ailing mother whose Emphysema is a symptom of a mysterious past of suffering and sacrifice that Savannah is not privy to. When Savannah takes her first trip to a major metropolitan city for two days, she never imagines how it will affect her return back home to her mother … or her capacity to not only love herself, but also those who she thought were her enemies.
Scars is about the journey of friends and family who love Savannah and try to help her heal, all while they too battle their own wounds and scars of being part of multiple systems of oppression and power. Ultimately,
Scars makes visible the psychological trauma and scarring that legacies of colonialism have caused to both the descendants of the colonized and the colonizer … and the potential for healing and reconciliation for everyone willing to embark on the journey.
As a work of social fiction born out of years of critical race, Black feminist, and critical whiteness studies scholarship,
Scars engages the reader to think about USA culture through the lenses of race, whiteness, working-class sensibilities, sexual orientation, and how rural geography influences identity.
Scars can be used as a springboard for discussion, self-reflection and social reflection for students enrolled in American Studies, Sociology, Women’s Studies, Sexuality Studies, African American Studies, human geography, LGBTQ studies and critical whiteness studies courses, or it can be read entirely for pleasure.
Sexting: Gender and Teens provides a close-up look into the intimate and gendered world of teens and those who live with and work with them. The author draws upon interviews with teens, parents and caregivers, and many others who work with teens from teachers and youth workers to principals and police, we learn how the new digital world is still permeated by beliefs and patterns of earlier patriarchal structures. This three state study reveals there are significant gendered differences among teens in their perspectives on sexting, and these differences have implications for how to respond to the issue of teen sexting. Adults, too, demonstrate gendered differences in their views on teen sexting, and these differences have an important impact on the shaping of youth views about gender and sexuality.
As one mother said, “Girls set the pace, and boys notch the bedpost.”
Some key findings include:
The human curriculum of sexuality is both conserving and adapting, and these two impulses are always interacting.
We are in the midst of social and technological changes that have vast implications for all of our cultural notions, including sexuality.
Regarding sexting: Adults are pointing fingers in many directions and leaving adolescents to fend for themselves.
This compelling account—presented through the words of participants—provides a vivid introduction to hands-on social research that will be of interest to those in gender and women’s studies as well as the broader disciplines that touch upon these concerns, such as sociology, education, psychology, media studies, criminal justice, and other fields.
Sure to spark strong opinions and discussion, this book offers opportunities for sustained engagement with topics of critical interest to today’s digital world.
Theoretical work on the career development of women has travelled a journey from critique to creation. Early work responded to and criticised a literature that focused on theorising male roles in a workplace that was conceptualised as providing vertical career paths primarily for middle class males. More recently theorists are creating new constructions and frameworks to enable a more holistic understanding of career, applicable to both women and men. These constructions include broadening the discussion from women’s careers to women’s working lives.
This is the fifth book in the Sense Publishers Career Development Series. It features the vibrant work of contributors from around the world writing in the field of women’s working lives. It emphasises the need to explore theoretical connections and understandings in order to facilitate a more holistic and inclusive understanding of women’s working lives. The writers in the current volume acknowledge the changing roles of women, in both public and private spheres. Women’s roles in paid work are changing both in their nature and type of engagement. In addition, with an ageing population, women’s roles in care work are increasingly being extended from child care to aged care.
This book provides a history of theorising about women’s careers, in addition to presenting a focus on current empirical and theoretical work which contributes to understandings of women’s working lives. Its contributions both map the current discourse and challenge future work to extend the boundaries of that discourse.
Our book is a compilation of the work of experienced educational researchers and practitioners, all of whom currently work in educational settings across North America. Contributors bring to this discussion, an enriched view of diverse ecological perspectives regarding when and how contemporary environmental and Indigenous curriculum figures into the experiences of curricular theories and practices. This work brings together theorists that inform a cultural ecological analysis of the environmental crisis by exploring the ways in which language informs ways of knowing and being as they outline how metaphor plays a major role in human relationships with natural and reconstructed environments.
This integrated collection of theory and practice of environmental and Indigenous education is an essential tool for researchers, graduate and undergraduate students in faculties of education, environmental studies, social studies, multicultural education, curriculum theory and methods, global and comparative education, and women’s studies. Moreover, this work documents methods of developing ways of implementing Indigenous and Environmental Studies in classrooms and local communities through a framework that espouses an eco-ethical consciousness.
The proposed book is unique in that it offers a wide variety of perspectives, inviting the reader to engage in a broader conversation about the multiple dimensions of the relationship between ecology, language, culture, and education in relation to the cultural roots of the environmental crisis that brings into focus the local and global commons, language and identity, and environmental justice through pedagogical approaches by faculty across North America who are actively teaching and researching in this burgeoning field.
Designed primarily as a textbook for upper division undergraduate courses in gender and sport, gender issues, sport sociology, cultural sport studies, and women’s studies,
Gender Relations in Sport provides a comprehensive examination of the intersecting themes and concepts surrounding the study of gender and sport.
The 16 contributors, leading scholars from sport studies, present key issues, current research perspectives and theoretical developments within nine sub-areas of gender and sport:
Gender and sport participation
Theories of gender and sport
Gender and sport media
Sexual identity and sport
Intersections of race, ethnicity and gender in sport
Framing Title IX policy using conceptual metaphors
Studying the athletic body
Sexual harassment and abuse in sport
Historical developments and current issues from a European perspective
The intersecting themes and concepts across chapters are also accentuated. Such a publication provides access to the study of gender relations in sport to students across a variety of disciplines.
Gender Relations in Sport has been nominated for the following awards: Best Edited Collection in Popular and American Culture 2014 sponsored by the Popular Culture Association and American Culture Association
Susan Koppelman Award for the Best Anthology, Multi-Authored, or Edited book in Feminist Studies in Popular and American Culture 2014 sponsored by the Popular Culture Association and American Culture Association
Internationally, there is growing awareness that the target of Education for All by 2015 will not be met unless more strident efforts are made to improve access for marginalized, hard-to-reach children (most often girls). For almost four decades gender equality in education has been one of the key global concerns and as a result various organizations at national and international levels along with governments have initiated programs focusing on achieving gender equality, women’s empowerment and improving girls’ access to education. By focusing on access alone (i.e. gender parity) we may not understand how education can be used to achieve empowerment and influence cultural practices that are gender insensitive. In this volume we attempt to call into question the content of gender equality as simple parity and in doing so we reflect upon the following questions:
Do the global (macro) discourses on gender equality in education lead to a focus on numbers only or to more profound sustainable changes at the national (meso) level and the school (micro) level? To what extent have national policies been adjusted to reflect the global discourses on gender equality?
Are schools/classrooms (micro) expected to adjust to these global discourses and if so in what ways has this happened?
What are the challenges of providing access to good quality education for girls in both countries? Is there a dichotomy between the schools/classrooms on the one hand and the community on the other in terms of gender equality/equity?
To what extent is gender equality/equity imposed upon schools and communities and does it take into account the cultural practices in traditional communities?