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Edited by Norvella P. Carter and Michael Vavrus

In Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education, the editors bring together scholarship that employs an intersectionality approach to conditions that affect public school children, teachers, and teacher educators. Chapter authors use intersectionality to examine group identities not only for their differences and experiences of oppression, but also for differences within groups that contribute to conflicts among groups. This collection moves beyond single-dimension conceptions that undermines legal thinking, disciplinary knowledge, and social justice. Intersectionality in this collection helps complicate static notions of race, ethnicity, class, and gender in education. Hence, this book stands as an addition to research on educational equity in relation to institutional systems of power and privilege.

Looking Back and Living Forward

Indigenous Research Rising Up

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Edited by Jennifer Markides and Laura Forsythe

Looking Back and Living Forward: Indigenous Research Rising Up brings together research from a diverse group of scholars from a variety of disciplines. The work shared in this book is done by and with Indigenous peoples, from across Canada and around the world. Together, the collaborators’ voices resonate with urgency and insights towards resistance and resurgence.

The various chapters address historical legacies, environmental concerns, community needs, wisdom teachings, legal issues, personal journeys, educational implications, and more. In these offerings, the contributors share the findings from their literature surveys, document analyses, community-based projects, self-studies, and work with knowledge keepers and elders. The scholarship draws on the teachings of the past, experiences of the present, and will undoubtedly inform research to come.

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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

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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

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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.

Zakia Belhachmi

From a rationale of multiculturalism and a based on systemic approach grounded in the Arab-Islamic tradition, this book integrates history, education, science, and feminism to understand the implications of culture in social change, cultural identity, and cultural exchange. Dr. Belhachmi’s praxis maintains the relationship between socio-political movements, and their corollary scientific movements to explain women’s role in social change of the Arab-Islamic world; thus linking the region’s past and the present in a historical continuum. In one masterful move, she immediately engages into a discovery -journey of the 13 century old Arab-Islamic socio-cultural and intellectual history; thus exploring the independent Arab-Islamic Worldview of development, modernism, science, education, and discusses the corollary socio-political and reform movements that integrated women in the region’s governance over time. Thus, she not only highlights women’s involvement in social change as a recurrent cyclical phenomenon in the region, but also chronicles the women-led independent 120 years of Arab-Islamic feminist science.
Above all, Dr. Belhachmi offers an innovative operational three-levelled model of analysis of education and feminist practice that reconciles particularism and universalism, and yields to systemic analyses of women in education cross-culturally. In doing so, the book shifts focus from the “woman’s question” into the more radical issues of “women’s science” in the Arab-Islamic culture; illustrating with the work of al-Sa'dawi (Egypt) and Mernissi (Morocco). As such this study is both a groundbreaking epistemological study on the role Arab-Muslim women and social change over time, and an essential textbook on women in contemporary Arab-Islamic education, and social sciences.
In a tour de force, Dr. Belhachmi reclaims Arab-Islamic feminist scientific legacy as organic to the region’s institutional memory and its collective cultural reference, while restoring to Arab-Muslim women feminists; including herself, their epistemic space within the contemporary multi-discursive practice/space of international feminism.; thus offering us a timely pioneering book on Arab-Islamic feminist epistemology. Equally, she provides us with a new scientific framework for self-representation and cultural exchange much needed both in international education and “a new feminist international order.”
In brief, this is an original scholarly work that provides us with creative empowerment methods, qualitative methodologies and holistic conceptual tools; thus enabling us to re-think our “rapport to knowledge” and the place of knowledge itself and how its related research strategies can move us beyond the pitfalls of cultural relativism and scientism. As such, this is an invaluable addition to the literature on the Middle East and North Africa region (MENA) that will benefit the layman tremendously; and a must reference for specialists and students alike.

Harry Potter

Feminist Friend or Foe?

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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

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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.