Pub Date : 2022-10-21DOI: 10.1080/09540253.2022.2137106
Victoria Sullivan, L. Coles, Yuwei Xu, K. Thorpe
ABSTRACT Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling ‘other’ perpetuated by judgements of men’s sexuality, motives, and ability. In this paper, we take the unique circumstance of many men working together in ECEC to ask whether more men on staff improves experiences of inclusion. We analyse interviews with 10 men working in two Australian ECEC centres in which male educators comprise >20%, of the staff; ten times the international representation of men in the ECEC workforce. Our data identify a developmental process in which supports and mentorship, from female and male colleagues, are critical to retention early in career. Beyond, the building of a distinct male contribution underpins continuing career engagement. However, with the presence of more men new tensions emerge as the ‘alien invader’ becomes the face of the centre, potentially eclipsing the contribution of female colleagues.
{"title":"Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?","authors":"Victoria Sullivan, L. Coles, Yuwei Xu, K. Thorpe","doi":"10.1080/09540253.2022.2137106","DOIUrl":"https://doi.org/10.1080/09540253.2022.2137106","url":null,"abstract":"ABSTRACT Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling ‘other’ perpetuated by judgements of men’s sexuality, motives, and ability. In this paper, we take the unique circumstance of many men working together in ECEC to ask whether more men on staff improves experiences of inclusion. We analyse interviews with 10 men working in two Australian ECEC centres in which male educators comprise >20%, of the staff; ten times the international representation of men in the ECEC workforce. Our data identify a developmental process in which supports and mentorship, from female and male colleagues, are critical to retention early in career. Beyond, the building of a distinct male contribution underpins continuing career engagement. However, with the presence of more men new tensions emerge as the ‘alien invader’ becomes the face of the centre, potentially eclipsing the contribution of female colleagues.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48422164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-18DOI: 10.1080/09540253.2022.2137105
R. Pearse, H. Keane
ABSTRACT This article investigates the relationship between disciplinarity and feminist knowledge-making in Australia’s humanities and social sciences. To identify the conditions of possibility for successful feminist knowledge projects, we interpret career trajectories of senior feminist and gender researchers within five disciplines: economics, history, philosophy, politics and sociology. Feminist knowledge-making about gender occurs in every field, but it has uneven impact and status in relation to different disciplinary practices. Career trajectories are analysed to understand how feminist research is practiced within, or perhaps against or beyond, conventional disciplinarity. Strategies for feminist knowledge-making vary across and within fields. Epistemic pluralism is a key possibility condition necessary for feminist knowledge-making. In fields characterized by conceptual openness (sociology, history), feminist knowledge-making can most easily be practiced as ‘core’ disciplinary work. In disciplines characterized by epistemic closure, feminists are carving out new subfields within (economics, politics) and beyond (philosophy) their mainstream disciplinarities.
{"title":"How feminist knowledge is made in and beyond disciplines","authors":"R. Pearse, H. Keane","doi":"10.1080/09540253.2022.2137105","DOIUrl":"https://doi.org/10.1080/09540253.2022.2137105","url":null,"abstract":"ABSTRACT This article investigates the relationship between disciplinarity and feminist knowledge-making in Australia’s humanities and social sciences. To identify the conditions of possibility for successful feminist knowledge projects, we interpret career trajectories of senior feminist and gender researchers within five disciplines: economics, history, philosophy, politics and sociology. Feminist knowledge-making about gender occurs in every field, but it has uneven impact and status in relation to different disciplinary practices. Career trajectories are analysed to understand how feminist research is practiced within, or perhaps against or beyond, conventional disciplinarity. Strategies for feminist knowledge-making vary across and within fields. Epistemic pluralism is a key possibility condition necessary for feminist knowledge-making. In fields characterized by conceptual openness (sociology, history), feminist knowledge-making can most easily be practiced as ‘core’ disciplinary work. In disciplines characterized by epistemic closure, feminists are carving out new subfields within (economics, politics) and beyond (philosophy) their mainstream disciplinarities.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47581106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-03DOI: 10.1080/09540253.2022.2078793
Alison Fixsen, D. Ridge, A. Porter
ABSTRACT Our article employs a feminist perspective to interpret ethnographic data on soft skills programmes (SSPs) for female staff in Higher Education (HE). We use the story of Arachne as a metaphor for how, under neoliberalism, women are instructed to create local ‘nets of power,’ only to find themselves tangled in a web of conflicting expectations. Our method was informed by Institutional Ethnography (IE). Data incorporated autoethnography, participant observation, in-depth interviews with female SSP participants from academia and corporate services, as well as document study. SSPs emerged as social spaces promoting self-care and entrepreneurial practices to predominantly female audiences. An entrepreneurial self was promoted on SSPs, ostensibly to inoculate women against stress and exploitation, but arguably to perpetuate a ‘super-woman’ work ethic. SSPs exemplify how women are kept busy with attending to their personal ‘metamorphoses’ as opposed to ‘meddling’ in the politics of institutions, distracted from feminist agendas that might address structural gender inequalities in HE.
{"title":"Arachne, self-care and ‘power-nets’ on women’s self-development programmes","authors":"Alison Fixsen, D. Ridge, A. Porter","doi":"10.1080/09540253.2022.2078793","DOIUrl":"https://doi.org/10.1080/09540253.2022.2078793","url":null,"abstract":"ABSTRACT Our article employs a feminist perspective to interpret ethnographic data on soft skills programmes (SSPs) for female staff in Higher Education (HE). We use the story of Arachne as a metaphor for how, under neoliberalism, women are instructed to create local ‘nets of power,’ only to find themselves tangled in a web of conflicting expectations. Our method was informed by Institutional Ethnography (IE). Data incorporated autoethnography, participant observation, in-depth interviews with female SSP participants from academia and corporate services, as well as document study. SSPs emerged as social spaces promoting self-care and entrepreneurial practices to predominantly female audiences. An entrepreneurial self was promoted on SSPs, ostensibly to inoculate women against stress and exploitation, but arguably to perpetuate a ‘super-woman’ work ethic. SSPs exemplify how women are kept busy with attending to their personal ‘metamorphoses’ as opposed to ‘meddling’ in the politics of institutions, distracted from feminist agendas that might address structural gender inequalities in HE.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41416256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-03DOI: 10.1080/09540253.2022.2126443
Salla Myyry
ABSTRACT This paper presents a novel process perspective on educational equality policies by examining the relationship between gender equality discourses and gender binary inequalities in the deliberative design process of the Finnish Basic Education Core Curriculum 2014. The analysis applies Nancy Fraser’s theory of three-dimensional justice to feedback comments (n = 73) and the equality statements included in the draft and final core curricula. The study demonstrates how gender equality discourses affirm or transform gender binary inequalities and how they changed statements between curriculum versions. The findings show that transforming gender binarism was possibly a challenge to promoting equality in the curriculum design process: No discourse alone was able to transform binarism, and only discourses affirming binarism changed the final curriculum. This paper argues that a combination of redistributive and recognitive equality discourses can contribute to the transformation of gender binarism to make it a core element of educational equality discourses.
{"title":"Designing the Finnish basic education core curriculum: the issue of gender binarism","authors":"Salla Myyry","doi":"10.1080/09540253.2022.2126443","DOIUrl":"https://doi.org/10.1080/09540253.2022.2126443","url":null,"abstract":"ABSTRACT This paper presents a novel process perspective on educational equality policies by examining the relationship between gender equality discourses and gender binary inequalities in the deliberative design process of the Finnish Basic Education Core Curriculum 2014. The analysis applies Nancy Fraser’s theory of three-dimensional justice to feedback comments (n = 73) and the equality statements included in the draft and final core curricula. The study demonstrates how gender equality discourses affirm or transform gender binary inequalities and how they changed statements between curriculum versions. The findings show that transforming gender binarism was possibly a challenge to promoting equality in the curriculum design process: No discourse alone was able to transform binarism, and only discourses affirming binarism changed the final curriculum. This paper argues that a combination of redistributive and recognitive equality discourses can contribute to the transformation of gender binarism to make it a core element of educational equality discourses.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49061130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-16DOI: 10.1080/09540253.2022.2123897
Yun-feng You, Charlotte Nussey
ABSTRACT This paper considers the construction of an ‘ideal’ level of female education in China by reflecting on the social phenomenon of ‘leftover women’, and the perpetuation of this stigma by both Chinese state media. It contributes an in-depth engagement with the educational dimensions of ‘leftover women’ through innovative discourse analysis that examines the content of one of the most popular Chinese dating shows in the last decade. This analysis reveals the role of ‘experts’ in preserving myths about being or becoming ‘leftover’, as well as the influence of family, in particular mothers, on young Chinese women’s choices and self-perception. This paper argues that by attending to popular discourses and their reframing of older Chinese ideas, in particular, ‘ignorance is women’s virtue’, we can offer qualitative insights to the relatively lower numbers of Chinese women at doctoral education levels.
{"title":"The resurgence of ‘ignorance is women’s virtue’: ‘Leftover women’ and constructing ‘ideal’ levels of female education in China","authors":"Yun-feng You, Charlotte Nussey","doi":"10.1080/09540253.2022.2123897","DOIUrl":"https://doi.org/10.1080/09540253.2022.2123897","url":null,"abstract":"ABSTRACT This paper considers the construction of an ‘ideal’ level of female education in China by reflecting on the social phenomenon of ‘leftover women’, and the perpetuation of this stigma by both Chinese state media. It contributes an in-depth engagement with the educational dimensions of ‘leftover women’ through innovative discourse analysis that examines the content of one of the most popular Chinese dating shows in the last decade. This analysis reveals the role of ‘experts’ in preserving myths about being or becoming ‘leftover’, as well as the influence of family, in particular mothers, on young Chinese women’s choices and self-perception. This paper argues that by attending to popular discourses and their reframing of older Chinese ideas, in particular, ‘ignorance is women’s virtue’, we can offer qualitative insights to the relatively lower numbers of Chinese women at doctoral education levels.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43435932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/09540253.2022.2118441
Jessica Prioletta
ABSTRACT This paper implements a feminist new material lens to illuminate how the spaces and objects of play are actively involved in the enactment and normalisation of gender violence in kindergarten. Findings from data collected in two Canadian kindergartens show how the familiar and mundane spatial-material arrangements of play, namely the use of blocks, implicitly propagated hierarchal gender divisions in children’s play and facilitated explicit acts of material violence by boys against girls. Drawing on Blaise’s (Blaise, M. 2005. Playing it Straight: Uncovering Gender Discourses in the Early Childhood Classroom. New York: Routledge Taylor & Francis Group, Blaise, M. 2014. “Interfering with Gendered Development: A Timely Intervention.” International Journal of Early Childhood 46: 317–326.) concept of post-developmentalism, the author concludes with a discussion on the possibilities of feminist new material frameworks in early learning and for re-thinking current play-based practices.
{"title":"Unearthing gender violence with/in kindergarten play environments","authors":"Jessica Prioletta","doi":"10.1080/09540253.2022.2118441","DOIUrl":"https://doi.org/10.1080/09540253.2022.2118441","url":null,"abstract":"ABSTRACT This paper implements a feminist new material lens to illuminate how the spaces and objects of play are actively involved in the enactment and normalisation of gender violence in kindergarten. Findings from data collected in two Canadian kindergartens show how the familiar and mundane spatial-material arrangements of play, namely the use of blocks, implicitly propagated hierarchal gender divisions in children’s play and facilitated explicit acts of material violence by boys against girls. Drawing on Blaise’s (Blaise, M. 2005. Playing it Straight: Uncovering Gender Discourses in the Early Childhood Classroom. New York: Routledge Taylor & Francis Group, Blaise, M. 2014. “Interfering with Gendered Development: A Timely Intervention.” International Journal of Early Childhood 46: 317–326.) concept of post-developmentalism, the author concludes with a discussion on the possibilities of feminist new material frameworks in early learning and for re-thinking current play-based practices.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44450160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-22DOI: 10.1080/09540253.2022.2101201
Z. Raymond, Hugo Canham
ABSTRACT This paper explores the career experiences of women academics at three South African universities. To understand the experiences of women academics, we conducted an intersectional interrogation of the politics and practices of belonging in departmental cultures. The sample consisted of thirty women academics whose interviews were analysed through a discursive thematic frame. We found that while all participants experienced gender-based discrimination which hinders academic progression, the barriers experienced by black women academics are compounded by the intersections of race, gender, and motherhood. Patriarchal and racist institutional, disciplinary and departmental cultures served as further challenges to belonging. On the other hand, through counter storytelling and refusal, women created alternative spaces of sociality where suffering co-exists with pleasure, refusal and survival. Ultimately, the paper suggests refusal as a generative theoretical lens to surface the complexity of women academics.
{"title":"Women’s refusal of racial patriarchy in South African academia","authors":"Z. Raymond, Hugo Canham","doi":"10.1080/09540253.2022.2101201","DOIUrl":"https://doi.org/10.1080/09540253.2022.2101201","url":null,"abstract":"ABSTRACT This paper explores the career experiences of women academics at three South African universities. To understand the experiences of women academics, we conducted an intersectional interrogation of the politics and practices of belonging in departmental cultures. The sample consisted of thirty women academics whose interviews were analysed through a discursive thematic frame. We found that while all participants experienced gender-based discrimination which hinders academic progression, the barriers experienced by black women academics are compounded by the intersections of race, gender, and motherhood. Patriarchal and racist institutional, disciplinary and departmental cultures served as further challenges to belonging. On the other hand, through counter storytelling and refusal, women created alternative spaces of sociality where suffering co-exists with pleasure, refusal and survival. Ultimately, the paper suggests refusal as a generative theoretical lens to surface the complexity of women academics.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41944611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-15DOI: 10.1080/09540253.2022.2101195
Salsabel Almanssori
ABSTRACT This research uses feminist methodology to investigate the multi-contextual narratives of pre-service teachers in sex education when they were K-12 students, their emerging understandings of sex and sexual violence, and their experiences learning about prevention in undergraduate and teacher education. Participants experienced inadequate sex education in K-12 school, where they learned about sex and sexual violence through the margins of rather than the formal curriculum, leading to difficulty negotiating sexual ethics and developing sexual citizenship. Participants critically reflected on their own teachers’ discomfort with teaching about sex and addressing incidences of sexual violence, as well as on the absence of prevention education in the teacher education. They had limited understandings of sexual violence and expressed desire to learn more as they emerge into their teacher roles, to do better than their teachers did. Implications include the need for mandatory integration of prevention education throughout the teacher certification curriculum.
{"title":"A feminist inquiry into Canadian pre-service teacher narratives on sex education and sexual violence prevention","authors":"Salsabel Almanssori","doi":"10.1080/09540253.2022.2101195","DOIUrl":"https://doi.org/10.1080/09540253.2022.2101195","url":null,"abstract":"ABSTRACT This research uses feminist methodology to investigate the multi-contextual narratives of pre-service teachers in sex education when they were K-12 students, their emerging understandings of sex and sexual violence, and their experiences learning about prevention in undergraduate and teacher education. Participants experienced inadequate sex education in K-12 school, where they learned about sex and sexual violence through the margins of rather than the formal curriculum, leading to difficulty negotiating sexual ethics and developing sexual citizenship. Participants critically reflected on their own teachers’ discomfort with teaching about sex and addressing incidences of sexual violence, as well as on the absence of prevention education in the teacher education. They had limited understandings of sexual violence and expressed desire to learn more as they emerge into their teacher roles, to do better than their teachers did. Implications include the need for mandatory integration of prevention education throughout the teacher certification curriculum.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47745118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-15DOI: 10.1080/09540253.2022.2094348
S. Robertson, Petra Zuniga, H. Christenson, Jason Young
ABSTRACT High school policy debate is an academically rigourous and highly competitive US activity—elite debaters often go on to top universities and pursue successful careers. Access to the skills that debate teaches is invaluable for high schoolers, but these benefits are not equally accessible to all. As a historically male-dominated activity, the number of male debaters remains disproportionately high and the activity continues to be highly influenced by gender hierarchies. Through semi-structured interviews, this paper addresses the question: what makes high school policy debate a unique educational space for producing gender dynamics, and what are the impacts of those dynamics on debaters that identify as women? Our findings show that debate is a complex and contradictory space. While women in debate are disadvantaged by gender imbalance, implicit activity norms, and instances of objectification and sexual violence, the activity also arms students with tools to disrupt these gender hierarchies.
{"title":"Gender dynamics in high school policy debate: propagating gender hierarchies in advocating ‘better’ futures","authors":"S. Robertson, Petra Zuniga, H. Christenson, Jason Young","doi":"10.1080/09540253.2022.2094348","DOIUrl":"https://doi.org/10.1080/09540253.2022.2094348","url":null,"abstract":"ABSTRACT High school policy debate is an academically rigourous and highly competitive US activity—elite debaters often go on to top universities and pursue successful careers. Access to the skills that debate teaches is invaluable for high schoolers, but these benefits are not equally accessible to all. As a historically male-dominated activity, the number of male debaters remains disproportionately high and the activity continues to be highly influenced by gender hierarchies. Through semi-structured interviews, this paper addresses the question: what makes high school policy debate a unique educational space for producing gender dynamics, and what are the impacts of those dynamics on debaters that identify as women? Our findings show that debate is a complex and contradictory space. While women in debate are disadvantaged by gender imbalance, implicit activity norms, and instances of objectification and sexual violence, the activity also arms students with tools to disrupt these gender hierarchies.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43823702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-05DOI: 10.1080/09540253.2022.2078796
E. Tuck, Haliehana Stepetin, Rebecca Beaulne-Stuebing, Jo Billows
ABSTRACT In this essay, four Indigenous scholars from three different communities write about visiting as Indigenous feminist practice, a practice that is queer, anti-capitalist, and rooted in the cosmologies of our communities. Visiting is at the heart of how we research and how we make relation within our research. As an Indigenous feminist practice, visiting centers relationality and an ethic of care. Visiting as framework suggests a responsibility to the past and future of a place through the impermanence of our presence.
{"title":"Visiting as an Indigenous feminist practice","authors":"E. Tuck, Haliehana Stepetin, Rebecca Beaulne-Stuebing, Jo Billows","doi":"10.1080/09540253.2022.2078796","DOIUrl":"https://doi.org/10.1080/09540253.2022.2078796","url":null,"abstract":"ABSTRACT In this essay, four Indigenous scholars from three different communities write about visiting as Indigenous feminist practice, a practice that is queer, anti-capitalist, and rooted in the cosmologies of our communities. Visiting is at the heart of how we research and how we make relation within our research. As an Indigenous feminist practice, visiting centers relationality and an ethic of care. Visiting as framework suggests a responsibility to the past and future of a place through the impermanence of our presence.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49016720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：