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Black college women’s lived memories of racialization in predominantly white educational spaces: I’m Black, I´m a migrant, I’m a woman, so what? Gender and Education (IF 1.866) Pub Date : 2024-04-01 Roser Manzanera-Ruiz, Carmen Lizárraga, Gemma M. Gonzalez-Garcia
Research on experiences of gender and racial discrimination among young, racialized college women in Europe is scarce, particularly in Spain where Black women have traditionally had a minority pres...
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Ecofeminisms and education: repositioning gender and environment in education Gender and Education (IF 1.866) Pub Date : 2024-03-21 Annette Gough, Yi Chien Jade Ho, Teresa Lloro, Constance Russell, Shirley Walters, Hilary Whitehouse
Published in Gender and Education (Ahead of Print, 2024)
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‘This thing that we do’: in pursuit of hope-full renewals through hydrofeminist scholarly praxis Gender and Education (IF 1.866) Pub Date : 2024-03-15 Jayne Osgood, Viv Bozalek
In this paper, we dwell amongst what was agitated from enacting Neimanis' (2012) hydrofeminism in an ‘aqueous-body–writing–reading’ experiment that unfolded in discrete but entangled locations (Lon...
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Ecofeminist geragogy as emergent informal learning: insights from Nannagogy Gender and Education (IF 1.866) Pub Date : 2024-03-16 Larraine Larri, Hilary Whitehouse
This paper reflects on the ecofeminist educational implications of research findings about Australia’s Knitting Nannas’ Against Gas and Greed (a.k.a. The Nannas’) experiences of peer-to-peer, envir...
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Youth agency and conceptualizations of menstruation in English education policy 1928–2020 Gender and Education (IF 1.866) Pub Date : 2024-03-14 Kate Bowen-Viner
Through the method of tracing-and-mapping, this paper traces the history of how menstruation has been conceptualized in English education policies since 1928, as well as how such conceptualizations...
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‘There was a cone of silence as though this was normal’: tuning in and turning up the conversation on ‘Teach Us Consent’ Gender and Education (IF 1.866) Pub Date : 2024-03-14 Elizabeth Mackinlay, Renée T. Mickelburgh, Margaret Henderson, Bonnie Evans, Christina Gowlett
This essay details research into feminist digital activism in the Australian context through analysing the themes that emerged from the Teach Us Consent website. It provides a preliminary analysis ...
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Ecofeminism ↔ Intraconnectivism: working beyond binaries in environmental education Gender and Education (IF 1.866) Pub Date : 2024-03-13 Lisa Siegel
Over the last decades, ecofeminist thought has moved into a ‘fourth stage critical ecofeminism’ (Gaard 2017, xvi), based on an understanding that humans are unavoidably part of a multifaceted and i...
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Inhabiting the in-between: walls, bridges and interstices in our feminist academic practice Gender and Education (IF 1.866) Pub Date : 2024-03-13 Carmen Gregorio Gil, Ana Alcázar-Campos, Lorena Valenzuela-Vela
In this text, with an autobiographical methodology, we consider what it has meant for us to position ourselves as feminists in academia, inhabiting research lines and spaces in the field of Gender ...
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Hegemonic masculinity and institutional betrayal: an oppressive silencing of the feminist ear in Burkina Faso secondary schools Gender and Education (IF 1.866) Pub Date : 2024-03-05 Lauren DeCrosta, Anne M. Spear
This article draws from a qualitative study that examines teachers’ responses to school-related gender-based violence (SRGBV) in two secondary schools in Burkina Faso. To analyse educators’ respons...
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Moving beyond masculine defensiveness and anxiety in the classroom: exploring gendered responses to sexual and gender based violence workshops in England and Ireland Gender and Education (IF 1.866) Pub Date : 2024-03-04 Debbie Ging, Jessica Ringrose, Betsy Milne, Tanya Horeck, Kaitlynn Mendes, Ricardo Castellini da Silva
Increasing rates of gender-based and sexual abuse, coupled with a rise in misogynistic influencers online, have become a growing issue in UK and Irish schools. This paper reports on the findings of...
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Exercising the imagination: ecofeminist science fictions as object-oriented thought experiments in education Gender and Education (IF 1.866) Pub Date : 2024-02-21 Noel Gough
This essay offers a rationale for deploying ecofeminist science fiction stories as object-oriented thought experiments in science and environmental education, with particular reference to developme...
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‘I don’t feel like I belong’: first-in-family girls’ constructions of belonging and space during the transition from secondary school into university Gender and Education (IF 1.866) Pub Date : 2024-02-15 Sarah McDonald
University spaces can be experienced as unfamiliar and anxiety-inducing by working-class students. Early difficulties adjusting to university can lead to attrition. This article draws from a larger...
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Boundary-less and care-full: women academics' perception and negotiation of work-life domains during the COVID-19 work from home era at an Australian regional university Gender and Education (IF 1.866) Pub Date : 2024-02-14 Karen Hands, Sarah Casey, Peter Innes, Theresa Ashford, Jacqueline Blake
This article examines how women academics at an Australian regional university perceived caring responsibilities as an extension of their paid employment during the initial stages of the COVID-19 p...
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Teaching and learning critical ecofeminism in (and outside of) the graduate classroom Gender and Education (IF 1.866) Pub Date : 2024-01-28 Liz Wilkinson, Katelyn Regenscheid, Megan McCready, Shannon Hill, Stacy Hannagan
An autoethnographic exploration of critical ecofeminist theory and pedagogy, by four students and their professor, provides strategies for creative teaching, learning, writing, and publishing.
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Dress like a winner: mathematical investigations in a design workshop in an early childhood education teacher education programme Gender and Education (IF 1.866) Pub Date : 2024-01-17 Anna Palmer, Teresa Elkin Postila
This article investigates alternative ways doing of mathematics in an Early Childhood Education Teacher Programme using aesthetic forms of expression, the body and reflections on ethics, gender and...
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The politics of naming and construction: university policies on gender-based violence in the UK Gender and Education (IF 1.866) Pub Date : 2024-01-17 Sundari Anitha, Ana Jordan, Nicola Chanamuto
The problematisation of a social phenomenon is a political process that both constructs the problem and, in doing so, suggests possible remedies and occludes others. Based on the first-ever compreh...
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A qualitative exploration of perceptions of masculinity and fatherhood of male school leaders Gender and Education (IF 1.866) Pub Date : 2024-01-17 Roy Kabesa, Izhak Berkovich
This qualitative study investigated the perceptions of masculinity and fatherhood of male school leaders and their perceptions associated with leadership practice. We used purposive sampling to rec...
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Pregnant and abandoned: qualitative assessment of COVID-19 pandemic educational challenges faced by pregnant college students in Uganda Gender and Education (IF 1.866) Pub Date : 2024-01-17 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-...
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Entangled with the past in Norwegian academia Gender and Education (IF 1.866) Pub Date : 2024-01-17 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 ma...
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Chopping carrots and becoming ‘real’ men: Uzbek boys, household work and the reproduction of masculinities in post-Soviet Uzbekistan Gender and Education (IF 1.866) Pub Date : 2024-01-17 Yang Zhao
Since 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 fie...
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The problem of anti-feminist ‘manfluencer’ Andrew Tate in Australian schools: women teachers’ experiences of resurgent male supremacy Gender and Education (IF 1.866) Pub Date : 2023-12-17 Stephanie Wescott, Steven Roberts, Xuenan Zhao
There is growing visibility of online ‘manfluencers’ who espouse extreme masculine ideals and share them with their audiences of boys and young men. Taking this phenomenon as a launch-pad, we join ...
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Service, suffering, and silence: a duoethnographic exploration of the evangelical roots of gender hierarchies in American elementary schools Gender and Education (IF 1.866) Pub Date : 2023-12-15 Janna McClain, Katie Schrodt
The authors utilize a duoethnographic approach to interrogate their positionality within a co-caring community of elementary school educators who participated in a week-long writers’ workshop as pa...
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Simply academic or damaging. What are the implications of academic stereotypes for women? Gender and Education (IF 1.866) Pub Date : 2023-12-13 Joanna Richards
Since the public intellectuals of the 1960s, there has been a shift towards the celebrity academic, as subjects such as history and science have transferred into popular television entertainment, o...
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Belonging, caring, and community building across the borders: transnational feminist citizenship pedagogies of a migrant teacher Gender and Education (IF 1.866) Pub Date : 2023-12-07 Yeji Kim
Anchored in transnational feminist citizenship theories, this narrative inquiry study delves into the lived experiences and citizenship education pedagogies of a female migrant social studies teach...
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Living as waste-bodies in a dump: feral sociality and ecofeminist education of ecotone Gender and Education (IF 1.866) Pub Date : 2023-11-21 Hyena Kim
Living in a wasted world is an educational problem that requires a radical shift in more-than-human relationships. Education has served as a means for re/producing socio-ecological waste by legitim...
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Big and small, girls and boys: intersecting gendered touch practices in early childhood educators’ discourses Gender and Education (IF 1.866) Pub Date : 2023-11-16 Virve Keränen, Outi Ylitapio-Mäntylä
In this study, we argue that touch is a way of producing gender in preschool and our aim is to explore different kinds of matters that intersect with gendered touch practices in this context. Our t...
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Unequal opportunities in becoming cosmopolitan: Korean students’ gendered and classed acquirement of transnational mobility through studying abroad Gender and Education (IF 1.866) Pub Date : 2023-11-10 Juyeon Park
Using 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 mo...
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‘Ever yours, mathematically’: women’s letters and the mathematical imagination Gender and Education (IF 1.866) Pub Date : 2023-11-10 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 imperceptibil...
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Academic women’s silences in Iran: exploring with positioning theory Gender and Education (IF 1.866) Pub Date : 2023-11-10 Leila Lotfi Dehkharghani, Jane Menzies, Harsh Suri
In 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 inte...
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Manifestations of neoliberal feminism in U.S. teacher lactation behaviours Gender and Education (IF 1.866) Pub Date : 2023-10-27 Kelsey Benson, Ajay Sharma
This study investigates the material-discursive contexts available for lactation amongst U.S. teachers who wish to continue nursing [a] child(ren) upon returning full-time to the classroom. Using c...
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The (im)possibility of complaint: on efforts of inverting and (en)countering the university Gender and Education (IF 1.866) Pub Date : 2023-09-15 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 indi...
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Medical fetishism in education: gendering the ‘clinical’ metaphor Gender and Education (IF 1.866) Pub Date : 2023-09-13 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 univer...
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Becoming carving-bodies in teacher education – affective student experiences Gender and Education (IF 1.866) Pub Date : 2023-09-08 Emilia Åkesson
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 teacher...
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Making choices but few changes: the discourse of choice and mothers working in research and innovation Gender and Education (IF 1.866) Pub Date : 2023-09-05 Hanna-Mari Ikonen, Päivi Korvajärvi
Based on the identification of the discourse of choice in debates on neoliberalism, meritocracy and post-feminism, this article analyses how highly educated mothers position themselves within the d...
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Students as victim-survivors: the enduring impacts of gender-based violence for students in higher education Gender and Education (IF 1.866) Pub Date : 2023-08-17 Julia Coffey, Penny Jane Burke, Stephanie Hardacre, Jean Parker, Felicity Coccuzoli, Julia 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
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Becoming a political subject through affect and social media in feminist student movements in a Chilean school Gender and Education (IF 1.866) Pub Date : 2023-08-04 Andrea Valdivia, María Jesús Ibañez, Fernanda Rojas
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 a...
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Gender inequality in academia from the perspective of the dialogical self: beyond ‘autonomous men’ and ‘relational women’ Gender and Education (IF 1.866) Pub Date : 2023-08-03 Babak Ghaempanah, Svetlana N. 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
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Intersectional barriers to women’s advancement in higher education institutions rewarded for their gender equity plans Gender and Education (IF 1.866) Pub Date : 2023-07-27 Gail Crimmins, Sarah Casey, Maria 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
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Norwegian polyamorous families and their experiences of kindergarten: a narrative inquiry Gender and Education (IF 1.866) Pub Date : 2023-07-21 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
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From #HotGirlSummer to #HotNerdFall: Megan Thee Stallion, ratchet-respectability, and the Socioeducational identities of Black girls/women Gender and Education (IF 1.866) Pub Date : 2023-07-13 Ashley N. Payne, Aria 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
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The girl (w)hole: a genealogy of elite boys’ school alumni’s encounters with feminine gender Gender and Education (IF 1.866) Pub Date : 2023-07-12 Lucinda McKnight, George Variyan, Claire 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’
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Queering the glass ceiling: alpha females, cyborgs, and the non-tenure track in science Gender and Education (IF 1.866) Pub Date : 2023-07-11 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
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‘Seeking a break from home’: investigating women’s college experiences in rural Mewat, India Gender and Education (IF 1.866) Pub Date : 2023-07-08 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
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Religious reactions to gender identity: a comparative analysis of select Canadian and Australian Catholic schools Gender and Education (IF 1.866) Pub Date : 2023-06-14 Tonya Callaghan, A. Esterhuizen, L. 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
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LGBTIQA+ students’ transformative ‘religious freedom’ definitions Gender and Education (IF 1.866) Pub Date : 2023-06-02 Tiffany Jones
ABSTRACT Definitions of ‘religious freedom’ around schools’ treatment of lesbian, gay, bisexual, transgender, intersex, queer and asexual (LGBTIQA+) students have been regularly debated internationally, with little input from LGBTIQA+ students. Transformative theories of religious freedom around sex, gender and sexuality in education suggest religious freedom cannot counter equality. This study uses
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Teaching about gender violence, with and for gender justice: epistemological, pedagogical and ethical dilemmas Gender and Education (IF 1.866) Pub Date : 2023-05-27 Lyndsay McLean
ABSTRACT This paper reflects on teaching a postgraduate degree which aims to support students to understand and challenge gender violence and contribute to gender justice. It explores three dilemmas: (i) epistemological – how to create a curriculum which embraces diverse knowledges and decentres perspectives which can produce violence; (ii) pedagogical – how to create a learning space which generates
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Affective alignment and epistemic polarization: the case of feminist research in the neoliberalized university Gender and Education (IF 1.866) Pub Date : 2023-05-22 Rebecca W. B. Lund
ABSTRACT This article explores affective alignment and epistemic polarization in the field of feminist research, resulting from the neoliberalization of the universities and a performance-oriented research economy. Previous research has described and analysed the ‘epistemic splitting’ that feminist scholars engage in to live up to standardized performance measures and be perceived as ‘proper knowers’
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‘From a guy’s perspective’? Male students, masculinity and autobiographical loneliness narratives Gender and Education (IF 1.866) Pub Date : 2023-05-22 Richard Vytniorgu, Fred Cooper, Manuela Barreto
ABSTRACT While student loneliness is increasingly visible on the research agenda, the relationship between gender and loneliness among students remains unclear. This article employs a feminist perspective on loneliness to interrogate the role of masculinity in shaping male students’ experiences of loneliness at a UK Russell Group university. We argue that a feminist approach to male students’ loneliness
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Performing feminist research: creative tactics for communicating COVID-19, gender, and higher education research Gender and Education (IF 1.866) Pub Date : 2023-05-17 Jo Pollitt, Emily Gray, Mindy Blaise, Jacqueline Ullman, Emma Fishwick
ABSTRACT Presenting research findings outside of the form of a traditional research report requires different modes of making and communicating. This paper offers an account of how The #FEAS Report, a satirical news video, was made to communicate the findings from interviews and a survey as part of the mixed-methods study, Sexism, Higher Education, and COVID-19: The Australian Perspective to a wider
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Affected by STEM? Young girls negotiating STEM presents and futures in a Danish school Gender and Education (IF 1.866) Pub Date : 2023-04-27 Jette Sandager, Signe Ravn
ABSTRACT This article explores how Danish school girls affectively engage with and relate to STEM subjects, and what draws the girls to STEM subjects and pushes them away, respectively. We draw on Ahmed’s work to shed light on the ‘sticky’ affects that become attached to STEM subjects as well as student subjects in constituting these as affectively (un)attractive for girls. We explore the discourses
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Building community through feminist collectivity: being and becoming women in academia Gender and Education (IF 1.866) Pub Date : 2023-03-29 Whitney Toledo, Maureen Flint, Caroline N. Sharkey, Sarah McCollum, Brittney Ferrari, Oluwayomi K. Paseda, Adrienne Cottrell-Yongye, Nia Mitchell
ABSTRACT This paper explores women’s experiences in academia through collective biography from a feminist, transdisciplinary, intersectional frame. Crosscutting disciplines, classifications, and subject positions, we use dialogue to explore the nuances of what it is to be a woman in academia, and the experiences of building and developing community as women. We draw on data from a fall 2020 focus group
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‘I’d be in my school uniform’: the informal curriculum of street harassment Gender and Education (IF 1.866) Pub Date : 2023-03-29 Bianca Fileborn, Jess Hardley
ABSTRACT A growing body of literature has documented the pervasive occurrence of harassment in schools, and street-based harassment. However, to date there has been little attention to street-based harassment occurring in school-related contexts, such as walking to and from school in uniform. In this article, we aim to address this gap by exploring findings from 47 qualitative interviews with individuals
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Sound as technologies of the self for feminist pedagogy Gender and Education (IF 1.866) Pub Date : 2023-03-27 Nazan Haydari, Onur Sesigür, Ayça Ulutaş, Begüm Irmak
ABSTRACT This paper discusses the possibilities of sound and sonic thinking as feminist pedagogical tools for self-reflexivity, reimagining, and communal awareness. The collaborative reflections of the facilitators of and two participants in the Gender and Sound course that took place within the body of Bilimler Köyü – an alternative educational initiative with a focus on transdisciplinary, collaborative
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Education, employment, and empowerment among Saudi women Gender and Education (IF 1.866) Pub Date : 2023-03-18 Sajjadllah Alhawsawi, Sabria Salama Jawhar
ABSTRACT The Saudi 2030 vision states it is committed to empowering women through education and employment, but the literature scarcely addresses their everyday realities. This paper utilises a critical realist perspective to examine the mechanisms emerging from the interplay of structural and cultural factors that impact women’s empowerment concerning local realities in Saudi Arabia. Situated within
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Sexual cultures in university: an arts-based intervention Gender and Education (IF 1.866) Pub Date : 2023-03-15 Cath Lambert, Sian Williams, Roxanne Douglas
ABSTRACT Universities are increasingly recognized as spaces and cultures where gendered and sexualized harassment is endemic. This article pays close attention to the manifestations of sexualized behaviours in a campus university in the UK, examining some of the ways in which formations of masculinity are encouraged and reproduced through university structures, processes and aesthetics. The discussion
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From protest march to digital campaign: women’s movement and critical literacies in Indonesia Gender and Education (IF 1.866) Pub Date : 2023-02-28 Zulfa Sakhiyya, Christianti Tri Hapsari, Sri Sumaryani, Alief Noor Farida
ABSTRACT By employing a Critical Discourse Analysis (CDA), this paper examines the issues of women’s movement and empowerment by exploring the literacy practices of feminist activists. The narratives of literacy and its impact on women’s empowerment have been dominated by economic approaches. Freire’s notion of consciousness-raising has provided insight into the importance of women’s agency and their
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Indigenous cosmologies and black onto-epistemologies in gender and education Gender and Education (IF 1.866) Pub Date : 2023-02-17 Tuija Huuki, Veronica Pacini-Ketchabaw
Published in Gender and Education (Vol. 35, No. 2, 2023)
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The gendered construction of teachers’ identities and practices: feminist critical discourse analysis of policy texts in Ireland Gender and Education (IF 1.866) Pub Date : 2023-02-07 Geraldine Mooney Simmie
ABSTRACT While gender and education studies abound, there are fewer studies examining how the gendered construction of teachers’ identities and practices are enabled, and constrained, in policy and research. Here, I conduct a Feminist Critical Discourse Analysis of this gendered construction in four policy texts in teacher education in Ireland, set within a neoliberal imaginary playing-out across OECD
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Culture, complaint and confidentiality: an autoethnographic exploration of sexual harassment Gender and Education (IF 1.866) Pub Date : 2023-01-24 Rochelle Banks
ABSTRACT This article explores the impact of sexual harassment on one teacher – the paper’s author and, in doing so, opens up conversations about the micro-realities of gendered harassment in educational institutions. By using autoethnography as a method of inquiry and writing from the unique perspective of the survivor-researcher, the author sheds light on how sexual harassment is enacted through
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‘What is gender to you?’: An Africana Womanist take on perceptions of gender reality on women’s agency among a rural Malawian Community Gender and Education (IF 1.866) Pub Date : 2023-01-17 Mtisunge Isabel Kamlongera, Alinane Kamlongera Katenga-Kaunda
ABSTRACT Historically, knowledge about African gender reality has predominantly been through a Western canon of feminism. However, overtime, there have been alternative theorisations influenced by African feminisms and African gender scholars. This article draws from a study that aims to illustrate alternative and decolonial knowledge about Malawian gender reality with a specific focus on participants’