This is not a traditional book about the family. In a very essential way, it is a book about being a woman in relation to the current form of the family under capitalism in North America. The authors are three women whose interest in the family stems out of their own unique and varied experiences. The text is comprised of three autoethnographies that look at the family from radically distinct perspectives. Each section is rooted in the author’s own personal and professional life experience. The book explores multi-cultural family therapy, living inside a divorcing family, the role of child protective services, issues of class and race in a family’s identity, how media and pop psychology shape our view of the family, and what it is to be female in a patriarchal family system. All three women are currently working with young people in various capacities. Each section offers new ways to work together with young people to reshape the family so that it better serves those who live within it.
Cover photo by Zakk Malecha
Free Women based their activities upon the dialog, the solidarity and the equality of differences. It was therefore a model for the social movements of the current dialogical societies of the XXIst Century, in which these elements basic are to overcome the social inequalities.
Free Women organization was created in the framework of the libertarian movement shortly before the beginning of the Spanish Civil War. It was one of the movements with greatest impact upon the lives of the worker and peasant women. More than twenty thousand women enrolled the organization, almost all of them young women, workers and with no academic education. They got organized in order to overcome what they called the triple slavery of the worker woman: slavery as a woman, slavery as a worker and slavery for the lack of opportunities to gain access to education.
They were the main actresses of the complete transformation of their own lives. They didn't only claim for labor and social equality, but they also transformed their personal relationships, love and the sexuality, contributing to the overcoming of a traditional masculinity model based upon power relationships and double standards.
Laura Ruiz is a researcher at the University of Barcelona.
The narratives in this book engage the reader and take him or her on a journey to understanding of what it means to be a male teacher who works in early childhood education or with young children. They passionately share of their challenges to be involved in children’s lives because they are called to do so; this work is part of their life purpose. Their narratives details interactions between the teacher and the day-to-day lives of students, parents, peers and supervisors while sharing what it takes to survive as a man in what is perceived, very often in our post-modern world as women’s work.
In the bigger scheme of things, the men teachers serve as cultural workers with their female peers to educate not only our children but our community and eventually ourselves about gender roles in our society and the need to have more role models during the first years of schooling. A fascinating book and a must read for parents, teachers, administrators, and other human service professionals who want to learn more about how to engage men in the lives of children.
The Material Family is a bold new reading of the family, focusing on “new” or “post-nuclear,” “flexible” family forms such as gay family, divorce-extended family, and transnational family. Reading across a range of texts from high theory to literature and popular films, the book crosses disciplinary boundaries to offer a highly innovative and dynamic approach to changes in gender and other family relations. Unlike most books in the fields of cultural and family studies, The Material Family provides an historical and materialist argument connecting the changes within family to underlying shifts in material, labor relations in global capitalism. The “post-nuclear” family is not only an affective space, Torrant argues, but one whose affects are themselves fundamentally shaped by class. The Material Family is a must-read for anyone who wants to venture beyond the surfaces of family life to the deeper-lying relations that have made the family and its new forms among the most important spaces of social life. Its readers will include not only students and researchers in the fields of education, cultural theory and cultural studies, women’s studies, sociology, and anthropology, but also general readers interested in understanding contemporary families and their struggles.
This book presents the results of a study that examined the multiple layers of stigma and discrimination experienced by women infected and affected by HIV/AIDS in a low socio-economic area of Mumbai, India. Using exploratory qualitative methods and underpinned by the psychosocial framework and gendered perspectives the study attempts to represent the voices of affected and infected women. The book first focuses on a global overview of HIV, presents data on the Indian context and provides a synthesis of HIV in relation to stigma, discrimination and gender. The second part of the book probes the depth of impact on women’s lives using the lenses of gender, economic status, the environment and physical health. The framework was further modified and extended to include threats revealed by and strengths indentified in infected and affected women. The analysis revealed that strategies to address stigma and discrimination need to address the social, cultural, religious and systemic barriers to changing attitudes. The book portrays the resilience of each woman’s spirit and the unique capacity of the women to cope, to find strength, to pursue life and to maintain hope when their dreams and the dreams of their children have been shattered through HIV/AIDS.
What would it mean to map out the possibilities of a social scientific inquiry that makes the relational, creative, and embodied dimensions of storied knowledge and its production prominent? How might researchers engage memory, affect, and the arts in order to intentionally and meaningfully blend the cognitive acts of discursively conveying and receiving story with the somatic states of both the researcher and participants? Across this volume, readers encounter the author’s qualitative inquiry into the lives of women academics, including herself, who originated from working-class or poverty-class backgrounds. Unconventionally conveyed, these encounters take shape as a self-speculative critique of the author’s feminist research practice, moving readers into the folds of the work to consider what constructivist, poststructural, and material feminist theories and methodologies do to the story she was able to tell at the time that she told it. Art is implicated throughout as a site for provocation, theorization, and encounter, with nine original works of visual art, including the book’s cover image, accompanying the text. Written in a tone that is at once rigorous and accessible, the book expands theoretical perspectives about the role of bodies and creativity during the social scientific process generally and about identity research specifically.
Invoking Mnemosyne will be an important text for faculty who teach and/or conduct social research, as well as graduate students and advanced undergraduates taking courses in sociology of science, philosophy of science, ethnography, feminist methodology, women and gender studies, and qualitative research in education and related social science fields.
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.
"Do the global sports media continue to ignore and downplay female sporting success—or is this invisibility changing? Does the world’s largest media event, the Olympic Games, which places sport at the centre of world attention, also represent a media showcase for the achievements of female athletes?
This is the main focus of this book. It explores women’s printed media coverage during the 2004 Olympic Games and brings together the largest quantitative collection of content analyses of media coverage of a single event using the same methodology. Expanding beyond research centred on the English-speaking world, it includes analyses of newspapers published in 14 languages and research teams from 18 countries, including Norway, Denmark, Sweden, United Kingdom, France, Belgium, Germany, Spain, the Czech Republic, Hungary, Canada, the United States of America, Turkey, China, Japan, South Korea, South Africa and New Zealand.
Based on comparative analyses the book provides a current picture of the place of sportswomen in global media. The comparative approach further informs and demonstrates how the methodology of content analysis can be used on printed media texts and its strengths and limitations when used across borders of language, culture and nation.
With contributions from across Europe, Asia, Africa, North America and Oceania, Sportswomen at the Olympics: A Global Content Analysis of Newspaper Coverage provides evidence of the ongoing gendered difference in sports media coverage and shows how media may play a global role in the transformation and reproduction of gender structures in sports.
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.