Pub Date : 2023-10-26DOI: 10.1080/09540253.2023.2256765
Viola Nilah Nyakato, Elizabeth Kemigisha, Faith Mugabi, Shakillah Namatovu, Kristien Michielsen, Susan Kools
Early marriage and pregnancy hinder global commitment to attain gender parity in education. This article discusses educational challenges experienced by parenting college students during the COVID-19 pandemic in Uganda. The study qualitatively assessed the effects of COVID-19 on the National Teacher Colleges’ learning environment. On the reopening of schools after the lockdown, colleges were overwhelmed with an increased number of students who returned either pregnant or with young babies. Colleges were not prepared since pregnancy in college is prohibited through denial of on-campus accommodation and other services. Pregnant students were stigmatized, shunned and blamed for having engaged in immoral sexual behaviour and punished for their indiscretions. Pregnant and abandoned is structural gender-based violence that manifests in the physical, emotional, economic and social violence faced by pregnancy and parenting students, the young mothers are abandoned by their families and partners, and are denied child support and other student services. Future studies need to investigate the effects of such tormenting experiences of being abandoned on the academic performance and future parenting decisions of such girls.
{"title":"Pregnant and abandoned: qualitative assessment of COVID-19 pandemic educational challenges faced by pregnant college students in Uganda","authors":"Viola Nilah Nyakato, Elizabeth Kemigisha, Faith Mugabi, Shakillah Namatovu, Kristien Michielsen, Susan Kools","doi":"10.1080/09540253.2023.2256765","DOIUrl":"https://doi.org/10.1080/09540253.2023.2256765","url":null,"abstract":"Early marriage and pregnancy hinder global commitment to attain gender parity in education. This article discusses educational challenges experienced by parenting college students during the COVID-19 pandemic in Uganda. The study qualitatively assessed the effects of COVID-19 on the National Teacher Colleges’ learning environment. On the reopening of schools after the lockdown, colleges were overwhelmed with an increased number of students who returned either pregnant or with young babies. Colleges were not prepared since pregnancy in college is prohibited through denial of on-campus accommodation and other services. Pregnant students were stigmatized, shunned and blamed for having engaged in immoral sexual behaviour and punished for their indiscretions. Pregnant and abandoned is structural gender-based violence that manifests in the physical, emotional, economic and social violence faced by pregnancy and parenting students, the young mothers are abandoned by their families and partners, and are denied child support and other student services. Future studies need to investigate the effects of such tormenting experiences of being abandoned on the academic performance and future parenting decisions of such girls.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136382154","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 : 2023-10-24DOI: 10.1080/09540253.2023.2272817
Carla Ramirez
This article explores entanglements of matter, space, and temporalities in shaping academic subjectivities in Norwegian higher education. Drawing on conversations with foreign women working at a major university, I explore the forces (re)producing what matters in academia, creating assumptions of who can be a real academic. Leaning on Karen Barad’s (Citation2010, Citation2017a, Citation2019) hauntology and Walter Mignolo’s (Citation2011) queering of temporality, this study elucidates how foreign women academics are entangled with the past through gendered and racialised hauntings and more-than-human discursive materialities, such as linear temporality and ideals of progress. Illustrating ways in which Othering are still enacted in the world of academia, I argue the necessity of rethinking institutions of higher education as spaces where westernised and patriarchal geopolitics of knowledge are reproduced. This study carries out a decolonial delinking of linear temporality towards the recognition of pluriversal experiences of now-time, expanding geopolitics of knowledge in Norwegian academia.
{"title":"Entangled with the past in Norwegian academia","authors":"Carla Ramirez","doi":"10.1080/09540253.2023.2272817","DOIUrl":"https://doi.org/10.1080/09540253.2023.2272817","url":null,"abstract":"This article explores entanglements of matter, space, and temporalities in shaping academic subjectivities in Norwegian higher education. Drawing on conversations with foreign women working at a major university, I explore the forces (re)producing what matters in academia, creating assumptions of who can be a real academic. Leaning on Karen Barad’s (Citation2010, Citation2017a, Citation2019) hauntology and Walter Mignolo’s (Citation2011) queering of temporality, this study elucidates how foreign women academics are entangled with the past through gendered and racialised hauntings and more-than-human discursive materialities, such as linear temporality and ideals of progress. Illustrating ways in which Othering are still enacted in the world of academia, I argue the necessity of rethinking institutions of higher education as spaces where westernised and patriarchal geopolitics of knowledge are reproduced. This study carries out a decolonial delinking of linear temporality towards the recognition of pluriversal experiences of now-time, expanding geopolitics of knowledge in Norwegian academia.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"37 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135267244","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 : 2023-10-09DOI: 10.1080/09540253.2023.2267602
Juyeon Park
ABSTRACTUsing interviews with 74 Korean undergraduate students at ten elite U.S. colleges, I explore how intersections of gender and class decide who pursues transnational mobility and cosmopolitan life more successfully. Men from highly-transnational families tried to exert ‘agency for becoming’ while mapping out their ‘choice biographies’, aspiring and expected to be high-achieving and influential worldwide, often thanks to their U.S. citizenship or permanent residency. By contrast, women across class and legal statuses tended to accommodate ‘normal biographies’, prioritising their (future) responsibilities as mothers, wives, and daughters. Regarding class limitations, both women and men from less-transnational families tended to expect to return to Korea upon graduation, feeling culturally and legally limited to utilising their degrees across national borders. Yet, across class lines, men were more ambitious and career-oriented than women, implying gender-based constraints among the skilled diaspora. These findings shed light on multiple forms of inequalities among high-achieving Asian student migrants.KEYWORDS: Education abroadtransnational mobilityKorean studentsclassgendercitizenship AcknowledgmentsI appreciate Naomi Gerstel, Joya Misra, Miliann Kang, and Millie Thayer for their constructive feedback on my dissertation research, of which this article is a part. I also thank the Sociology Department at Yonsei University for supporting me throughout my writing of this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Dissertation Research Grants from the Graduate School and Sociology Department of the University of Massachusetts Amherst.Notes on contributorsJuyeon ParkJuyeon Park is a sociologist and ethnographer who studies and teaches gender, family, migration, and education. Much of her work examines the intersectional impacts of gender and class on parenting and parenthood, family arrangements, work and occupations, and migration strategies of Asian women and men, especially those with high levels of education. She currently studies and teaches as an assistant professor of Sociology at Yonsei University in Seoul, South Korea.
{"title":"Unequal opportunities in becoming cosmopolitan: Korean students’ gendered and classed acquirement of transnational mobility through studying abroad","authors":"Juyeon Park","doi":"10.1080/09540253.2023.2267602","DOIUrl":"https://doi.org/10.1080/09540253.2023.2267602","url":null,"abstract":"ABSTRACTUsing interviews with 74 Korean undergraduate students at ten elite U.S. colleges, I explore how intersections of gender and class decide who pursues transnational mobility and cosmopolitan life more successfully. Men from highly-transnational families tried to exert ‘agency for becoming’ while mapping out their ‘choice biographies’, aspiring and expected to be high-achieving and influential worldwide, often thanks to their U.S. citizenship or permanent residency. By contrast, women across class and legal statuses tended to accommodate ‘normal biographies’, prioritising their (future) responsibilities as mothers, wives, and daughters. Regarding class limitations, both women and men from less-transnational families tended to expect to return to Korea upon graduation, feeling culturally and legally limited to utilising their degrees across national borders. Yet, across class lines, men were more ambitious and career-oriented than women, implying gender-based constraints among the skilled diaspora. These findings shed light on multiple forms of inequalities among high-achieving Asian student migrants.KEYWORDS: Education abroadtransnational mobilityKorean studentsclassgendercitizenship AcknowledgmentsI appreciate Naomi Gerstel, Joya Misra, Miliann Kang, and Millie Thayer for their constructive feedback on my dissertation research, of which this article is a part. I also thank the Sociology Department at Yonsei University for supporting me throughout my writing of this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Dissertation Research Grants from the Graduate School and Sociology Department of the University of Massachusetts Amherst.Notes on contributorsJuyeon ParkJuyeon Park is a sociologist and ethnographer who studies and teaches gender, family, migration, and education. Much of her work examines the intersectional impacts of gender and class on parenting and parenthood, family arrangements, work and occupations, and migration strategies of Asian women and men, especially those with high levels of education. She currently studies and teaches as an assistant professor of Sociology at Yonsei University in Seoul, South Korea.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135141366","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 : 2023-10-04DOI: 10.1080/09540253.2023.2265283
Maria Tamboukou
In this paper the author looks at the letters of two renowned women mathematicians and scientists of the Victorian period, Mary Somerville and Ada Lovelace, while also considering the imperceptibility of Sophie Germain, an important French mathematician and philosopher in their epistolary exchanges and philosophical writings. Drawing on the importance of mathematical correspondences and epistolary education in the creation, circulation and dissemination of knowledge, as well as in processes of formal and informal learning, the author argues that Lovelace’s and Somerville’s letters leave traces of a remarkable genealogical line of women’s mentorship and personal relations in the nineteenth century world of British mathematics in the backdrop of contradictory discourses around gender, mathematics, and science education.
{"title":"‘Ever yours, mathematically’: women’s letters and the mathematical imagination","authors":"Maria Tamboukou","doi":"10.1080/09540253.2023.2265283","DOIUrl":"https://doi.org/10.1080/09540253.2023.2265283","url":null,"abstract":"In this paper the author looks at the letters of two renowned women mathematicians and scientists of the Victorian period, Mary Somerville and Ada Lovelace, while also considering the imperceptibility of Sophie Germain, an important French mathematician and philosopher in their epistolary exchanges and philosophical writings. Drawing on the importance of mathematical correspondences and epistolary education in the creation, circulation and dissemination of knowledge, as well as in processes of formal and informal learning, the author argues that Lovelace’s and Somerville’s letters leave traces of a remarkable genealogical line of women’s mentorship and personal relations in the nineteenth century world of British mathematics in the backdrop of contradictory discourses around gender, mathematics, and science education.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"700 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592751","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 : 2023-09-25DOI: 10.1080/09540253.2023.2263024
Yang Zhao
ABSTRACTSince Uzbekistan gained independence from the Soviet Union in 1991, nationalist discourses have been overtly masculinized, continuing to inform Uzbek males’ daily lives. Drawing on ethnographic fieldwork in Uzbekistan, this article illustrates how Uzbek boys’ domestic relations contribute to the way they learn to (re)produce masculinities, foregrounding a high degree of agency and utility. The analysis uncovered three themes central to the (re)production of Uzbek boyhood in Uzbek families as a site of informal learning: (1) being helpful through domestic labour; (2) being social through showing hospitality; and (3) being tarbiyali through practising national culture. Through scrutinizing the intersections of gender, education and nationalism, this article concludes by connecting Uzbek boyhood in the domestic sphere and nationalist campaigns fostering masculine hegemony in Uzbekistan’s nation building process. Through domesticity – a contentious concept in feminist criticism – this article expands our understanding of the (re)production of boyhood in a conventionally feminized space.KEYWORDS: Boyhooddomestic masculinitieshousehold workinformal learninggendered nationalism AcknowledgementThis work would not have been possible without the support and help of Dr. Jenny Munro and Prof. Garth Stahl, who provided many insightful and constructive comments on the preliminary drafts of this article. I want to express my heartfelt thanks to the editors and reviewers for their thoughtful comments and hard work in helping improve the manuscript. I also would like to acknowledge Kate Leeson’s editorial support, which significantly enhanced the manuscript’s polish and clarity.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the University of Queensland Research Training Scholarship.Notes on contributorsYang ZhaoYang Zhao is a PhD candidate in anthropology in the School of Social Science at the University of Queensland, Australia. His doctoral project examines how young Uzbek men, mostly rural-urban migrants, navigate between social expectations and personal aspirations in Tashkent, the capital city of Uzbekistan amidst recent social change such as Islamic revival, ethnic nationalism and economic liberalization. Yang Zhao’s research is closely aligned with anthropology scholarship in gender and ethnic inequalities, with reference to sexual health, particularly HIV/AIDS.
{"title":"Chopping carrots and becoming ‘real’ men: Uzbek boys, household work and the reproduction of masculinities in post-Soviet Uzbekistan","authors":"Yang Zhao","doi":"10.1080/09540253.2023.2263024","DOIUrl":"https://doi.org/10.1080/09540253.2023.2263024","url":null,"abstract":"ABSTRACTSince Uzbekistan gained independence from the Soviet Union in 1991, nationalist discourses have been overtly masculinized, continuing to inform Uzbek males’ daily lives. Drawing on ethnographic fieldwork in Uzbekistan, this article illustrates how Uzbek boys’ domestic relations contribute to the way they learn to (re)produce masculinities, foregrounding a high degree of agency and utility. The analysis uncovered three themes central to the (re)production of Uzbek boyhood in Uzbek families as a site of informal learning: (1) being helpful through domestic labour; (2) being social through showing hospitality; and (3) being tarbiyali through practising national culture. Through scrutinizing the intersections of gender, education and nationalism, this article concludes by connecting Uzbek boyhood in the domestic sphere and nationalist campaigns fostering masculine hegemony in Uzbekistan’s nation building process. Through domesticity – a contentious concept in feminist criticism – this article expands our understanding of the (re)production of boyhood in a conventionally feminized space.KEYWORDS: Boyhooddomestic masculinitieshousehold workinformal learninggendered nationalism AcknowledgementThis work would not have been possible without the support and help of Dr. Jenny Munro and Prof. Garth Stahl, who provided many insightful and constructive comments on the preliminary drafts of this article. I want to express my heartfelt thanks to the editors and reviewers for their thoughtful comments and hard work in helping improve the manuscript. I also would like to acknowledge Kate Leeson’s editorial support, which significantly enhanced the manuscript’s polish and clarity.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the University of Queensland Research Training Scholarship.Notes on contributorsYang ZhaoYang Zhao is a PhD candidate in anthropology in the School of Social Science at the University of Queensland, Australia. His doctoral project examines how young Uzbek men, mostly rural-urban migrants, navigate between social expectations and personal aspirations in Tashkent, the capital city of Uzbekistan amidst recent social change such as Islamic revival, ethnic nationalism and economic liberalization. Yang Zhao’s research is closely aligned with anthropology scholarship in gender and ethnic inequalities, with reference to sexual health, particularly HIV/AIDS.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858844","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 : 2023-09-21DOI: 10.1080/09540253.2023.2250817
Leila Lotfi Dehkharghani, Jane Menzies, Harsh Suri
ABSTRACTIn this paper, we seek to understand the complexity of women outside ‘the centre’ of scholarship by exploring women’s silences in an Iranian University. Building on a framework of external and internal silencing and positioning theory, we analyse in-depth interviews with 15 women and five men from an Iranian University. Using inductive and deductive approaches to data analysis, we find that women's silences are influenced by their positioning due to constraining forces stemming from the political and societal environment as well as their own perceptions of self. We find prevalent storylines rooted in the broader patriarchal Muslim society, sexist cultural norms and unjust laws in Iran that reify women’s oppressed position, exclusion, and silence within the academic workplace. Manifesting through socialization processes and stereotypical perceptions of gender roles, these prevalent storylines silence academic women and position them to be silent. We identify emerging emancipatory storylines that foster women’s positioning from being silenced to being heard.KEYWORDS: Iranwomenpositioning theorysilenceacademia Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Between 12 and 1pm in Iran is prayer time, and male and females pray and have lunch in different rooms to each other, which restricts men and women’s informal communication.Additional informationNotes on contributorsLeila Lotfi DehkharghaniLeila Lotfi Dehkharghani has a dual degree PhD from Ferdowsi University of Mashhad in Iran and the University of Warsaw, in Poland. Her research interests are in organisational silence for employees, women's silence in academia in Iran, Poland and different contexts. Leila is also interested in qualitative research methods, comparative studies and grounded theory. Leila has taught courses in the field of Organizational Behaviour and Human Resource Management at public and private Universities.Jane MenziesDr Jane Menzies is a Senior Lecturer of International Business, and the Co-ordinator for Postgraduate Business programs including the MBA at the University of the Sunshine Coast. Her research interests are in gender issues across cultures, and the internationalisation of firms.Harsh SuriHarsh Suri, PhD is an Honorary Associate Professor in Learning Futures at Deakin University. Harsh has published in top-tier journals, like the Review of Educational Research and her research focuses on fostering inclusive approaches to evidence informed policy and practice across a wide range of disciplines.
{"title":"Academic women’s silences in Iran: exploring with positioning theory","authors":"Leila Lotfi Dehkharghani, Jane Menzies, Harsh Suri","doi":"10.1080/09540253.2023.2250817","DOIUrl":"https://doi.org/10.1080/09540253.2023.2250817","url":null,"abstract":"ABSTRACTIn this paper, we seek to understand the complexity of women outside ‘the centre’ of scholarship by exploring women’s silences in an Iranian University. Building on a framework of external and internal silencing and positioning theory, we analyse in-depth interviews with 15 women and five men from an Iranian University. Using inductive and deductive approaches to data analysis, we find that women's silences are influenced by their positioning due to constraining forces stemming from the political and societal environment as well as their own perceptions of self. We find prevalent storylines rooted in the broader patriarchal Muslim society, sexist cultural norms and unjust laws in Iran that reify women’s oppressed position, exclusion, and silence within the academic workplace. Manifesting through socialization processes and stereotypical perceptions of gender roles, these prevalent storylines silence academic women and position them to be silent. We identify emerging emancipatory storylines that foster women’s positioning from being silenced to being heard.KEYWORDS: Iranwomenpositioning theorysilenceacademia Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Between 12 and 1pm in Iran is prayer time, and male and females pray and have lunch in different rooms to each other, which restricts men and women’s informal communication.Additional informationNotes on contributorsLeila Lotfi DehkharghaniLeila Lotfi Dehkharghani has a dual degree PhD from Ferdowsi University of Mashhad in Iran and the University of Warsaw, in Poland. Her research interests are in organisational silence for employees, women's silence in academia in Iran, Poland and different contexts. Leila is also interested in qualitative research methods, comparative studies and grounded theory. Leila has taught courses in the field of Organizational Behaviour and Human Resource Management at public and private Universities.Jane MenziesDr Jane Menzies is a Senior Lecturer of International Business, and the Co-ordinator for Postgraduate Business programs including the MBA at the University of the Sunshine Coast. Her research interests are in gender issues across cultures, and the internationalisation of firms.Harsh SuriHarsh Suri, PhD is an Honorary Associate Professor in Learning Futures at Deakin University. Harsh has published in top-tier journals, like the Review of Educational Research and her research focuses on fostering inclusive approaches to evidence informed policy and practice across a wide range of disciplines.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136152615","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 : 2023-09-15DOI: 10.1080/09540253.2023.2256755
Zakia Essanhaji
Over the past decades, research has documented how endemic racism, sexism, and ableism are in academia. Universities have complaint procedures to address these issues. Much research focuses on individual experiences of making a complaint and the institutional uptake of complaints and demonstrates how such ‘isms’ are located in the individual rather than in the institution. This paper instead scrutinizes how complaint procedures mask and reproduce the structures with which complaints are concerned resulting in the complaints’ limited transformative abilities. I demonstrate how complaint procedures only allow for treating complaints as isolated, singular and unusual events that require temporary solutions, which ensures that complaints and complaint work are peripheralized while the white patriarchal ableist core of universities remains intact. Complaints as efforts of inverting the white patriarchal university are too limited as they are quickly reverted. Hence, what is needed is more than a mere procedure but a total inversion of the institution to make difference fit which requires work that goes in and beyond one’s institution.
{"title":"The (im)possibility of complaint: on efforts of inverting and (en)countering the university","authors":"Zakia Essanhaji","doi":"10.1080/09540253.2023.2256755","DOIUrl":"https://doi.org/10.1080/09540253.2023.2256755","url":null,"abstract":"Over the past decades, research has documented how endemic racism, sexism, and ableism are in academia. Universities have complaint procedures to address these issues. Much research focuses on individual experiences of making a complaint and the institutional uptake of complaints and demonstrates how such ‘isms’ are located in the individual rather than in the institution. This paper instead scrutinizes how complaint procedures mask and reproduce the structures with which complaints are concerned resulting in the complaints’ limited transformative abilities. I demonstrate how complaint procedures only allow for treating complaints as isolated, singular and unusual events that require temporary solutions, which ensures that complaints and complaint work are peripheralized while the white patriarchal ableist core of universities remains intact. Complaints as efforts of inverting the white patriarchal university are too limited as they are quickly reverted. Hence, what is needed is more than a mere procedure but a total inversion of the institution to make difference fit which requires work that goes in and beyond one’s institution.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135397585","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 : 2023-09-13DOI: 10.1080/09540253.2023.2256770
Lucinda McKnight, A. Morgan
Teaching is increasingly called upon to become a clinical practice profession, like medicine. The term ‘clinical’ is used in a common-sense way to describe idealized teaching practice, as if universally understood to be a superior and desirable way to enact professionalism. Yet there is little in the literature that mounts a feminist critique of the cultural politics put to work through the word ‘clinical’ in education. We ask what it reifies and how it operates to firm up inequalities and binaries, especially in relation to the gendered concept of ‘mastery’, the unquestioning adoption of epidemiological-style evidence-based practice and the worship of masculinist data cults. We call for further work to explore how teachers both take up and resist the clinical label.
{"title":"Medical fetishism in education: gendering the ‘clinical’ metaphor","authors":"Lucinda McKnight, A. Morgan","doi":"10.1080/09540253.2023.2256770","DOIUrl":"https://doi.org/10.1080/09540253.2023.2256770","url":null,"abstract":"Teaching is increasingly called upon to become a clinical practice profession, like medicine. The term ‘clinical’ is used in a common-sense way to describe idealized teaching practice, as if universally understood to be a superior and desirable way to enact professionalism. Yet there is little in the literature that mounts a feminist critique of the cultural politics put to work through the word ‘clinical’ in education. We ask what it reifies and how it operates to firm up inequalities and binaries, especially in relation to the gendered concept of ‘mastery’, the unquestioning adoption of epidemiological-style evidence-based practice and the worship of masculinist data cults. We call for further work to explore how teachers both take up and resist the clinical label.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740555","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 : 2023-09-08DOI: 10.1080/09540253.2023.2250833
Emilia Åkesson
ABSTRACT In this paper I use a feminist corpomaterial lens to examine how students are shaped by and shape their education. The analysis, based on individual and group interviews with twelve student teachers, shows how intersectional somatic norms in teacher education produce situations where students feel forced to educate, inform and take responsibility for others’ learning when it comes to knowledge concerning their own identities and/or social justice issues. The educational assemblages examined impact both the education and participants. I discuss how the created concept of ‘becoming carving-bodies’ might enhance the understanding of student experiences. Becoming carving-bodies entails, for example, acts of caring for oneself and for others. However, it can also drain students’ energy and limit students’ chances of developing and learning. Furthermore, students may need to avoid appearing too emotional in order to be taken seriously.
{"title":"Becoming carving-bodies in teacher education – affective student experiences","authors":"Emilia Åkesson","doi":"10.1080/09540253.2023.2250833","DOIUrl":"https://doi.org/10.1080/09540253.2023.2250833","url":null,"abstract":"ABSTRACT In this paper I use a feminist corpomaterial lens to examine how students are shaped by and shape their education. The analysis, based on individual and group interviews with twelve student teachers, shows how intersectional somatic norms in teacher education produce situations where students feel forced to educate, inform and take responsibility for others’ learning when it comes to knowledge concerning their own identities and/or social justice issues. The educational assemblages examined impact both the education and participants. I discuss how the created concept of ‘becoming carving-bodies’ might enhance the understanding of student experiences. Becoming carving-bodies entails, for example, acts of caring for oneself and for others. However, it can also drain students’ energy and limit students’ chances of developing and learning. Furthermore, students may need to avoid appearing too emotional in order to be taken seriously.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42018458","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 : 2023-09-05DOI: 10.1080/09540253.2023.2250819
Hanna-Mari Ikonen, Päivi Korvajärvi
Based on the identi fi cation of the discourse of choice in debates on neoliberalism, meritocracy and post-feminism, this article analyses how highly educated mothers position themselves within the discourse of choice and use choice as their discursive resource when re fl ecting on how their demanding careers combine with motherhood. The data come from 26 interviews with mothers employed in research and innovation in Finland. The analysis reveals fi ve ways in which the mothers positioned themselves within the discourse of choice. It appears these ways are all based on, and produce, the moral primacy of individual self-governance. We treat this as a demonstration of how neoliberalism is internalized and lived. Furthermore, the results show that an egalitarian welfare society whose policies support work – childcare reconciliation does not remove the need to use the individualistic discourse of choice. We suggest that this could be changed by voicing the challenges it poses to many women.
{"title":"Making choices but few changes: the discourse of choice and mothers working in research and innovation","authors":"Hanna-Mari Ikonen, Päivi Korvajärvi","doi":"10.1080/09540253.2023.2250819","DOIUrl":"https://doi.org/10.1080/09540253.2023.2250819","url":null,"abstract":"Based on the identi fi cation of the discourse of choice in debates on neoliberalism, meritocracy and post-feminism, this article analyses how highly educated mothers position themselves within the discourse of choice and use choice as their discursive resource when re fl ecting on how their demanding careers combine with motherhood. The data come from 26 interviews with mothers employed in research and innovation in Finland. The analysis reveals fi ve ways in which the mothers positioned themselves within the discourse of choice. It appears these ways are all based on, and produce, the moral primacy of individual self-governance. We treat this as a demonstration of how neoliberalism is internalized and lived. Furthermore, the results show that an egalitarian welfare society whose policies support work – childcare reconciliation does not remove the need to use the individualistic discourse of choice. We suggest that this could be changed by voicing the challenges it poses to many women.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41769409","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}
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