Pub Date : 2023-08-17DOI: 10.1080/09540253.2023.2242879
Julia E. Coffey, P. Burke, Stephanie Hardacre, J. Parker, Felicity Coccuzoli, Julia W. Shaw
ABSTRACT Despite the massive global scale of gender-based violence, little attention has been given to its significance in mediating student-victim-survivors’ experiences of higher education. We draw on and extend recent feminist theorizations of trauma as ‘durational’ to consider the significance of gender-based violence as a society-wide problem yet also integral to higher education equity initiatives, where the enduring impacts of gender-based violence for student-survivors is usually absent as an area of concern. In this article we draw on interview data from a qualitative study which explored how university student-victim-survivors of gender-based violence experienced participating in higher education. Participants challenges relating to lasting stress and anxiety, an undermined sense of capability, and difficulties meeting deadlines and academic expectations. These findings show the broader problem of gender-based violence should be viewed as a significant equity issue requiring an expanded approach to current higher education violence prevention efforts (Bacon [2022]. “The Intersubjective Responsibility of Durational Trauma: Contributions of Bergson and Levinas to the Philosophy of Trauma.” Continental Philosophy Review 55 (2): 159–175. doi:10.1007/s11007-021-09556-7).
{"title":"Students as victim-survivors: the enduring impacts of gender-based violence for students in higher education","authors":"Julia E. Coffey, P. Burke, Stephanie Hardacre, J. Parker, Felicity Coccuzoli, Julia W. Shaw","doi":"10.1080/09540253.2023.2242879","DOIUrl":"https://doi.org/10.1080/09540253.2023.2242879","url":null,"abstract":"ABSTRACT Despite the massive global scale of gender-based violence, little attention has been given to its significance in mediating student-victim-survivors’ experiences of higher education. We draw on and extend recent feminist theorizations of trauma as ‘durational’ to consider the significance of gender-based violence as a society-wide problem yet also integral to higher education equity initiatives, where the enduring impacts of gender-based violence for student-survivors is usually absent as an area of concern. In this article we draw on interview data from a qualitative study which explored how university student-victim-survivors of gender-based violence experienced participating in higher education. Participants challenges relating to lasting stress and anxiety, an undermined sense of capability, and difficulties meeting deadlines and academic expectations. These findings show the broader problem of gender-based violence should be viewed as a significant equity issue requiring an expanded approach to current higher education violence prevention efforts (Bacon [2022]. “The Intersubjective Responsibility of Durational Trauma: Contributions of Bergson and Levinas to the Philosophy of Trauma.” Continental Philosophy Review 55 (2): 159–175. doi:10.1007/s11007-021-09556-7).","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46996102","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 : 2023-08-04DOI: 10.1080/09540253.2023.2242887
Andrea Valdivia, María Jesús Ibañez, Fernanda Rojas
ABSTRACT The last decade was marked by cycles of social movements around the world, where resisting and fighting against neoliberal capitalism and a patriarchal system have been at the centre of political action. In Chile, the Feminist May student movement in 2018 was a turning point and showed the strong and entangled relationship between students, feminism, and social media. In this article, we draw attention to the process of becoming a political-feminist subject in the initial trajectories of a group of secondary students, leaders of a Chilean feminist student organization. The case study was based on ethnographic observation of the school and social media, as well as in-depth and ethnographic interviews with leaders of the organization, the school principal and two teachers. We reflect on the role of affects in digital and political engagement, the negotiations and tensions undertaken by young people in the school context, where they become political-feminist subjects.
{"title":"Becoming a political subject through affect and social media in feminist student movements in a Chilean school","authors":"Andrea Valdivia, María Jesús Ibañez, Fernanda Rojas","doi":"10.1080/09540253.2023.2242887","DOIUrl":"https://doi.org/10.1080/09540253.2023.2242887","url":null,"abstract":"ABSTRACT The last decade was marked by cycles of social movements around the world, where resisting and fighting against neoliberal capitalism and a patriarchal system have been at the centre of political action. In Chile, the Feminist May student movement in 2018 was a turning point and showed the strong and entangled relationship between students, feminism, and social media. In this article, we draw attention to the process of becoming a political-feminist subject in the initial trajectories of a group of secondary students, leaders of a Chilean feminist student organization. The case study was based on ethnographic observation of the school and social media, as well as in-depth and ethnographic interviews with leaders of the organization, the school principal and two teachers. We reflect on the role of affects in digital and political engagement, the negotiations and tensions undertaken by young people in the school context, where they become political-feminist subjects.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45151229","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 : 2023-08-03DOI: 10.1080/09540253.2023.2242367
B. Ghaempanah, S. Khapova
ABSTRACT The dichotomy of ‘autonomous men’ and ‘relational women’ is a long-lived social construction that is often taken for a fact. It is also suggested to relate to the reproduction of gender inequality in academia. Through the lens of dialogical self-theory, and based on our narrative data, we show that subtle gender inequality causes tension in the dialogical structure of the self. The tension is enforced by material and structural barriers and is rooted in the multiplicity of competing self-narratives. This tension is not an indication of lack of agency, and is linked to the interplay between self, organization and society. Those with a higher degree of multiplicity and democratic relations among their key I-positions are more prone to facing tension in career progression because of competing self-narratives. In this context, we introduce a distinction between ‘being autonomous’ and ‘having reduced multiplicity’. This distinction shifts the focus from women only to selfhood, and to men and the reduction of multiplicity of I-positions to address gender inequality.
{"title":"Gender inequality in academia from the perspective of the dialogical self: beyond ‘autonomous men’ and ‘relational women’","authors":"B. Ghaempanah, S. Khapova","doi":"10.1080/09540253.2023.2242367","DOIUrl":"https://doi.org/10.1080/09540253.2023.2242367","url":null,"abstract":"ABSTRACT The dichotomy of ‘autonomous men’ and ‘relational women’ is a long-lived social construction that is often taken for a fact. It is also suggested to relate to the reproduction of gender inequality in academia. Through the lens of dialogical self-theory, and based on our narrative data, we show that subtle gender inequality causes tension in the dialogical structure of the self. The tension is enforced by material and structural barriers and is rooted in the multiplicity of competing self-narratives. This tension is not an indication of lack of agency, and is linked to the interplay between self, organization and society. Those with a higher degree of multiplicity and democratic relations among their key I-positions are more prone to facing tension in career progression because of competing self-narratives. In this context, we introduce a distinction between ‘being autonomous’ and ‘having reduced multiplicity’. This distinction shifts the focus from women only to selfhood, and to men and the reduction of multiplicity of I-positions to address gender inequality.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42054925","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 : 2023-07-27DOI: 10.1080/09540253.2023.2238737
G. Crimmins, Sarah Casey, M. Tsouroufli
ABSTRACT This paper reports on a research project designed to understand the work experiences and career opportunities of people working in higher education institutions (HEIs) across the UK, which received formal recognition for supporting gender equity between 2015 and 2020. The findings reveal multiple intersecting barriers to women’s full engagement, inclusion, support and career success in higher education, despite the implementation of organization-based gender equity plans, and institutional inter/national recognition for advancing equity. Most axes of de/privilege that are based along lines of gender, race, ethnicity and religion are enacted as everyday sexism that resist gender equality policy. Moreover, our findings suggest that ‘place’ is a constitutive element of intersectional dis/advantage, not merely a context within which compounded barriers to inclusion and advancement may exist. In addition, the findings demonstrate that whilst inter-categorical intersectionality is based on the notion that all social categories (such as age, race and gender) are equally salient, the degree of importance of any category will likely depend on location or context of the phenomena being examined. Our findings therefore invite further, iterative and translocational research into the impacts of the intersections of gender, ethnicity, race and religion in spaces of higher education, particularly those with colonial legacies and presence.
{"title":"Intersectional barriers to women’s advancement in higher education institutions rewarded for their gender equity plans","authors":"G. Crimmins, Sarah Casey, M. Tsouroufli","doi":"10.1080/09540253.2023.2238737","DOIUrl":"https://doi.org/10.1080/09540253.2023.2238737","url":null,"abstract":"ABSTRACT This paper reports on a research project designed to understand the work experiences and career opportunities of people working in higher education institutions (HEIs) across the UK, which received formal recognition for supporting gender equity between 2015 and 2020. The findings reveal multiple intersecting barriers to women’s full engagement, inclusion, support and career success in higher education, despite the implementation of organization-based gender equity plans, and institutional inter/national recognition for advancing equity. Most axes of de/privilege that are based along lines of gender, race, ethnicity and religion are enacted as everyday sexism that resist gender equality policy. Moreover, our findings suggest that ‘place’ is a constitutive element of intersectional dis/advantage, not merely a context within which compounded barriers to inclusion and advancement may exist. In addition, the findings demonstrate that whilst inter-categorical intersectionality is based on the notion that all social categories (such as age, race and gender) are equally salient, the degree of importance of any category will likely depend on location or context of the phenomena being examined. Our findings therefore invite further, iterative and translocational research into the impacts of the intersections of gender, ethnicity, race and religion in spaces of higher education, particularly those with colonial legacies and presence.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48643538","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 : 2023-07-21DOI: 10.1080/09540253.2023.2235408
Alicja R. Sadownik
ABSTRACT This article reports on a narrative inquiry (NI) of two Norwegian polyamorous families regarding their encounters with their children’s kindergartens. NI as a theory and method is employed, along with discourse theory, to understand the experiences of these polyfamilies in Norway. Norway has declared its institutions to be discrimination-free but that does not allow for the formalization of polyamory as a legitimate relationship. The analysis focuses on restorying three experiences of the polyamorous families: becoming polyfamilies, disclosing their relationship to the children, and encounters with the kindergartens. The discussion highlights the dichotomy between the families’ experiences when hiding and being open about their family arrangement; and the silent hegemony of monogamy underpinning a ray of policy documents framing kindergarten policy and practice (of collaborations with families).
{"title":"Norwegian polyamorous families and their experiences of kindergarten: a narrative inquiry","authors":"Alicja R. Sadownik","doi":"10.1080/09540253.2023.2235408","DOIUrl":"https://doi.org/10.1080/09540253.2023.2235408","url":null,"abstract":"ABSTRACT This article reports on a narrative inquiry (NI) of two Norwegian polyamorous families regarding their encounters with their children’s kindergartens. NI as a theory and method is employed, along with discourse theory, to understand the experiences of these polyfamilies in Norway. Norway has declared its institutions to be discrimination-free but that does not allow for the formalization of polyamory as a legitimate relationship. The analysis focuses on restorying three experiences of the polyamorous families: becoming polyfamilies, disclosing their relationship to the children, and encounters with the kindergartens. The discussion highlights the dichotomy between the families’ experiences when hiding and being open about their family arrangement; and the silent hegemony of monogamy underpinning a ray of policy documents framing kindergarten policy and practice (of collaborations with families).","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46960642","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 : 2023-07-13DOI: 10.1080/09540253.2023.2235382
Ashley N Payne, A. S. Halliday
ABSTRACT Megan Thee Stallion is revolutionizing the representation of Black women in Hip-Hop by occupying polarizing positions in Hip-Hop culture. Megan represents the multiplicity of the Black girl/women’s identities by navigating the confines of ratchet respectability, sexuality, and education. Her movements #HotGirlSummer and #HotNerdFall demonstrate the margins the everyday Black girl/woman must navigate: the expectation to be sexy, outgoing, and ratchet while simultaneously being educated/intellectual. Using Hip Hop feminist discourses of ratchet respectability and Black ratchet imagination, we argue that Megan’s representation of a sexually liberated, ratchet-demic informs the construction of Black girl/womanhood. Utilizing Megan the Stallion’s music, social media posts, and interviews, we will explore how Megan’s representation of a sexually liberated, ratchet-demic informs the socio-educational identities of Black girl/womanhood.
{"title":"From #HotGirlSummer to #HotNerdFall: Megan Thee Stallion, ratchet-respectability, and the Socioeducational identities of Black girls/women","authors":"Ashley N Payne, A. S. Halliday","doi":"10.1080/09540253.2023.2235382","DOIUrl":"https://doi.org/10.1080/09540253.2023.2235382","url":null,"abstract":"ABSTRACT Megan Thee Stallion is revolutionizing the representation of Black women in Hip-Hop by occupying polarizing positions in Hip-Hop culture. Megan represents the multiplicity of the Black girl/women’s identities by navigating the confines of ratchet respectability, sexuality, and education. Her movements #HotGirlSummer and #HotNerdFall demonstrate the margins the everyday Black girl/woman must navigate: the expectation to be sexy, outgoing, and ratchet while simultaneously being educated/intellectual. Using Hip Hop feminist discourses of ratchet respectability and Black ratchet imagination, we argue that Megan’s representation of a sexually liberated, ratchet-demic informs the construction of Black girl/womanhood. Utilizing Megan the Stallion’s music, social media posts, and interviews, we will explore how Megan’s representation of a sexually liberated, ratchet-demic informs the socio-educational identities of Black girl/womanhood.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47948704","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 : 2023-07-12DOI: 10.1080/09540253.2023.2233980
Lucinda McKnight, George Variyan, C. Charles
ABSTRACT This article shares findings from a small, largely qualitative empirical study of elite Australian boys’ school alumni’s perspectives on feminine gender and gender justice. The article focuses on the purported absence in these men’s memories of learning about gender at school and the paradox that the research interviews are full of gender-related memories. Using the metaphor of the ‘(w)hole’ to guide feminist poststructuralist analysis of data, the study considers how these interviews and playful, multiple forms of analysis and representation of data might provide resources for thinking differently about gender in schools and societies of the future.
{"title":"The girl (w)hole: a genealogy of elite boys’ school alumni’s encounters with feminine gender","authors":"Lucinda McKnight, George Variyan, C. Charles","doi":"10.1080/09540253.2023.2233980","DOIUrl":"https://doi.org/10.1080/09540253.2023.2233980","url":null,"abstract":"ABSTRACT This article shares findings from a small, largely qualitative empirical study of elite Australian boys’ school alumni’s perspectives on feminine gender and gender justice. The article focuses on the purported absence in these men’s memories of learning about gender at school and the paradox that the research interviews are full of gender-related memories. Using the metaphor of the ‘(w)hole’ to guide feminist poststructuralist analysis of data, the study considers how these interviews and playful, multiple forms of analysis and representation of data might provide resources for thinking differently about gender in schools and societies of the future.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45397682","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 : 2023-07-11DOI: 10.1080/09540253.2023.2231518
Katherine Doerr
ABSTRACT This inquiry into the nature of feminist solidarity in the academic sciences is guided by the intra-activity of gendered bodies in teaching-intensive faculty positions. It uses diffractive methodology to examine how response-able research practice can account for enactment of social discourse through agential cuts. Over the course of a two-year ethnography in a university with high research activity, gender performativity in the contested space of feminized teaching and masculine science was analysed. This article aims to make visible how researcher subjectivities entangle with data collection. Results show how specific agential cuts – alpha female, silencing, less-than-person, squashing passion, and staying to get tenure – illuminate a unique diffractive pattern. The pattern troubles structural notions of feminist solidarity, as ethnographic participants marginalized by institutional hierarchies survive by queering it. Furthermore, the inquiry gestures towards a humble, local, and tentative contribution to post-human theorizing on ‘queering the glass ceiling’.
{"title":"Queering the glass ceiling: alpha females, cyborgs, and the non-tenure track in science","authors":"Katherine Doerr","doi":"10.1080/09540253.2023.2231518","DOIUrl":"https://doi.org/10.1080/09540253.2023.2231518","url":null,"abstract":"ABSTRACT This inquiry into the nature of feminist solidarity in the academic sciences is guided by the intra-activity of gendered bodies in teaching-intensive faculty positions. It uses diffractive methodology to examine how response-able research practice can account for enactment of social discourse through agential cuts. Over the course of a two-year ethnography in a university with high research activity, gender performativity in the contested space of feminized teaching and masculine science was analysed. This article aims to make visible how researcher subjectivities entangle with data collection. Results show how specific agential cuts – alpha female, silencing, less-than-person, squashing passion, and staying to get tenure – illuminate a unique diffractive pattern. The pattern troubles structural notions of feminist solidarity, as ethnographic participants marginalized by institutional hierarchies survive by queering it. Furthermore, the inquiry gestures towards a humble, local, and tentative contribution to post-human theorizing on ‘queering the glass ceiling’.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41280254","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 : 2023-07-08DOI: 10.1080/09540253.2023.2233991
Ravikant Kisana, Shubhda Arora
ABSTRACT In 2018, Nuh, barely 75 km from India’s parliament, was ranked by the Government as the country’s most ‘backward’ district. It is a region fraught with many challenges including endemic poverty and simmering communal tensions, which among other factors have contributed to historically limiting women from pursuing higher education or building career aspirations. While the state has attempted to correct this by building new colleges, this paper explores how women experience and navigate these college spaces. Using a critical feminist lens, it seeks to understand the social and cultural possibilities that college life and higher education have in their lives. Findings suggest that while there are major restrictions on social agency within their everyday life, college emerges as a liminal space that provides an ‘escape’. The college space for these women offers possible pathways of imagination, dialogue, solidarity and support, all forming the complex matrix of their future possibilities.
{"title":"‘Seeking a break from home’: investigating women’s college experiences in rural Mewat, India","authors":"Ravikant Kisana, Shubhda Arora","doi":"10.1080/09540253.2023.2233991","DOIUrl":"https://doi.org/10.1080/09540253.2023.2233991","url":null,"abstract":"ABSTRACT In 2018, Nuh, barely 75 km from India’s parliament, was ranked by the Government as the country’s most ‘backward’ district. It is a region fraught with many challenges including endemic poverty and simmering communal tensions, which among other factors have contributed to historically limiting women from pursuing higher education or building career aspirations. While the state has attempted to correct this by building new colleges, this paper explores how women experience and navigate these college spaces. Using a critical feminist lens, it seeks to understand the social and cultural possibilities that college life and higher education have in their lives. Findings suggest that while there are major restrictions on social agency within their everyday life, college emerges as a liminal space that provides an ‘escape’. The college space for these women offers possible pathways of imagination, dialogue, solidarity and support, all forming the complex matrix of their future possibilities.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46095047","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 : 2023-06-14DOI: 10.1080/09540253.2023.2222128
Tonya Callaghan, A. Esterhuizen, Leanne Higham, M. Jeffries
ABSTRACT Determining the depth of discrimination against gender and sexual minority groups in Catholic schools of selected western nations is best undertaken from an international-comparative perspective. In this article, we compare the Canadian case of Alberta’s ‘washroom wars’ and a ‘gender row’ over uniform changes in an Australian Catholic high school. In each case, practises inclusive of gender diversity in Catholic schools were framed as a departure from Catholic doctrine. To explore how oppressive structures exist and operate within schools, we examine media accounts of each case using Critical Discourse Analysis and contextualize this analysis by examining Canadian and Australian educational and legal settings. We find that despite differing legal frameworks, some Catholic schools continue to place Canonical law above the rights of transgender and gender-diverse students in both countries. We therefore argue that it is the Catholic system’s institutional stance on gender and sexual diversity that perpetuates discrimination.
{"title":"Religious reactions to gender identity: a comparative analysis of select Canadian and Australian Catholic schools","authors":"Tonya Callaghan, A. Esterhuizen, Leanne Higham, M. Jeffries","doi":"10.1080/09540253.2023.2222128","DOIUrl":"https://doi.org/10.1080/09540253.2023.2222128","url":null,"abstract":"ABSTRACT Determining the depth of discrimination against gender and sexual minority groups in Catholic schools of selected western nations is best undertaken from an international-comparative perspective. In this article, we compare the Canadian case of Alberta’s ‘washroom wars’ and a ‘gender row’ over uniform changes in an Australian Catholic high school. In each case, practises inclusive of gender diversity in Catholic schools were framed as a departure from Catholic doctrine. To explore how oppressive structures exist and operate within schools, we examine media accounts of each case using Critical Discourse Analysis and contextualize this analysis by examining Canadian and Australian educational and legal settings. We find that despite differing legal frameworks, some Catholic schools continue to place Canonical law above the rights of transgender and gender-diverse students in both countries. We therefore argue that it is the Catholic system’s institutional stance on gender and sexual diversity that perpetuates discrimination.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47475465","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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