Paraplegic women’s emancipation along their vocational pathways: the potential contributions of Freirean, structural and post-structural feminist pedagogies

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH European Journal for Research on the Education and Learning of Adults Pub Date : 2022-01-21 DOI:10.3384/rela.2000-7426.3985

E. Pont, Isabelle Collet

引用次数: 0

Abstract

We have recently completed doctoral research on the reconstruction of paraplegic men’s and women’s vocational trajectories in French-speaking Switzerland. Based on three female informants’ life narratives, we analyse issues of gendered vocational guidance, pathways and identities in paraplegic people’s life courses. We shape some emancipating experience models and discourses about action, which empower the female informants on their vocational pathways. Our objective is here to point to the potential support that an emancipatory, feminist pedagogical approach could offer paraplegic women in the further development of personal models, and discourses of self in the conduct of their educational and vocational life.

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截瘫妇女在职业道路上的解放：Freirean、结构性和后结构性女权主义教育学的潜在贡献

我们最近完成了关于在讲法语的瑞士重建截瘫男女职业轨迹的博士研究。基于三位女性线人的生活叙述，我们分析了截瘫患者生活过程中的性别职业指导、路径和身份问题。我们塑造了一些关于行动的解放经验模型和话语，赋予女性线人职业道路上的权力。我们的目标是指出解放、女权主义的教学方法可以为截瘫女性提供潜在的支持，帮助她们进一步发展个人模式，并在教育和职业生活中进行自我论述。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).

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