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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.
Author: Penelope Maddy

suggestion, in concert with Austin’s in Sense and Sensabilia , is that there’s another source for the stubborn belief that perception delivers something essentially inadequate: namely, the lingering influence of outmoded early modern vision science, the notion that the visual system generates a two

In: International Journal for the Study of Skepticism

Much of what we know about the visual capability of individuals with visual or developmental disorders comes from applying vigorous methodology developed in basic research to the study of clinical patients. Moreover, results from basic research in vision science have formed the basis for the

In: Seeing and Perceiving
Brill's Educational Research E-Books Online, Collection 2005-2017 is the electronic version of the book publishing program of Brill in the field of Educational Research in 2005-2017.
Coverage: General, Education Policy & Politics, Culture and Education, Gender and Education, Youth, Social Justice, Adult Education, Children Education, Teacher Education, Higher Education, Comparative Education, Mathematics Education, Science Education, Art Education, Language Education, Inclusive Education, Educational Theory, Educational Philosophy, Educational Leadership, Educational Technology, Learning, Professional Development, Research Methodology.
This E-Book Collection is part of Brill's Educational Research E-Books Online.
The title list and free MARC records are available for download here.

For other pricing options, consortium arrangements and free 30-day trials contact us at (the Americas) or (Europe, Middle East, Africa & Asia-Pacific).
The Neuroscience of Spatio-Chromatic Vision
Author: Baingio Pinna
This collection of papers by leading researchers in vision science deals with the role of color in spatial vision and the emergent spatio-chromatic properties within visual scenes.

Several fascinating phenomena are studied through psychophysical experiments and explained in terms of neural and computational models. Topics include: prior adaptation to blurry images, chromatic induction, the influence of color contrast on shape perception, Fechner-Benham subjective color, a novel filling-in effect – dynamic texture spreading, the watercolor illusion, and new illusions based on chromatic variations of the luminance profile across the boundaries.
In: Contemporary Issues in African Sciences and Science Education

. Conclusions The categorical difference between iconic and assembled vision is without any doubt of great importance to the arts — as it is in vision science. In the time of Hildebrand the notion that only the icon had any claim to being ‘artistic’ made perfect sense. The icon exists in momentary visual

In: Art & Perception

the rendering of a sphere to most observers. In previous communications we have discussed the history of shape from shading studies in vision science (Erens et al. , 1993 ; Wagemans et al. , 2010 ). No doubt, the conventional stimulus arose in an attempt to isolate the shading cue, and present it

In: Art & Perception
Author: Robert Pagel

1. Introduction Pictures are not only ubiquitous in our increasingly visually oriented culture, they form a significant part of our everyday life. Nevertheless, the study of picture perception still plays a minor role in vision science, which is quite remarkable since perceptual

In: Art & Perception
Author: Amy Ione
Amy Ione’s Innovation and Visualization is the first in detail account that relates the development of visual images to innovations in art, communication, scientific research, and technological advance. Integrated case studies allow Ione to put aside C.P. Snow’s “two culture” framework in favor of cross-disciplinary examples that refute the science/humanities dichotomy. The themes, which range from cognitive science to illuminated manuscripts and media studies, will appeal to specialists (artists, art historians, cognitive scientists, etc.) interested in comparing our image saturated culture with the environments of earlier eras. The scope of the examples will appeal to the generalist.