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Edited by Kathryn Scantlebury, Jane Butler Kahle and Sonya N. Martin

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.

Black and Brown Waves

The Cultural Politics of Young Women of Color and Feminism

Series:

Regina Andrea Bernard

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.

Towards Globo Sapiens

Transforming Learners in Higher Education

Series:

Patricia Kelly

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.

Harry Potter

Feminist Friend or Foe?

Series:

Ruthann Mayes-Elma

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

Series:

Karen L. Tonso

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.

Putting People in the Picture

Visual Methodologies for Social Change

Edited by Naydene de Lange and Jean Stuart

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.

Radicals in Spite of Themselves

Ultra-Orthodox Women Working Outside the Haredi Community

Devorah Kalekin-Fishman and Karlheinz Schneider

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.

Women Principals in a Multicultural Society

New Insights into Feminist Educational Leadership

Edited by Izhar Oplatka and Rachel Hertz-Lazarowitz

The book analyzes the crossing issues of gender, school leadership and multicultural experiences as expressed in accounts of female school principals from diverse ethnic and religious groups in the multicultural society of Israel. It addresses the usually unheard voices of women principals in ethnic and religious minority groups that act and live in a modern country but their place is marginalized. Jewish and Moslem Authors, all citizens of Israel, display the particular life and career accounts of female principals from the Arab, Bedouin, Kibbutzim, liberal and Ultra-Orthodox Jewish groups. They are accompanied by authors from Canada, Hong-Kong and England who suggest a multicultural and post-structuralist feminist views to look at female leadership in the multicultural society. In this sense, they book contributes to our understanding of the influence of cultural scripts and values on women principals’ leadership styles and career development, as well as suggest an alternative way to interpret dominant feminist conceptualizations of female leadership. The book may be of interest for researchers in the fields of education, feminism, women management, multiculturalism, Israel studies and minorities. Educators of a higher level such as principals, supervisors and policy makers as well as graduate students will find the book chapters very contributing to their work and studies.