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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Females; Educational Policy; Equal Education; Sex Fairness; Discourse Analysis; Gender Issues; International Organizations; Feminism; Empowerment; Justice; Gender Differences; Social Differences
Abstract:
Girls' education has been a focus of international development policy for several decades. The discursive framing of international organizations' policy initiatives relating to girls' education, however, limits the potential for discussing complex gender issues that affect the possibilities for gender equity. Because discourse shapes our understanding of reality, the emphases and omissions of policy language can affect our understanding of complex issues such as the challenges of girls' education in international development. Using feminist critical policy discourse analysis, this study analyzes 300 policy documents, published between 1995 and 2008, that represent the "public face" of 14 organizations active in the field of international development education. We examine three types of discursive arguments given in the documents for educating girls: justice arguments, utility arguments, and empowerment arguments. We show that the robustness of "gender", and related concepts such as equity and equality as theoretical constructs, are limited, which is a factor constraining what can be understood as important in gender equity in education. Policy remains focused on girls and not gender (or boys), and on easily measurable indicators (counting boys and girls in school). This policy discourse does little to recognize that gender as a social process reproduces--or has the potential to challenge--social inequities. (Contains 1 table and 5 notes.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Cultural Differences; Cultural Context; Foreign Countries; Educational Research; Gender Issues; Research and Development; Gender Differences; Graduate Students; Masters Programs; Interviews; Islam; Islamic Culture; Student Attitudes
Abstract:
Globally, gender differences in education have been an area of policy concern, research, and development partnerships. The international agenda of gender equality has been adopted by national governments even in countries, such as Afghanistan, where predominant views are clearly at variance with this agenda. Attempts to analyse such conditions must be based on examination of gender and education in the broader political and cultural context. Gender issues have been a central theme in an EU-funded Master's programme in Educational Research and Development for Afghan students at Nangarhar University, conducted during 2008-2010. This article analyses the political and cultural context of gender in Afghanistan, which constitutes the framework for the Afghan students' understandings of gender and education. These are examined as expressed in texts produced by the students and in group interviews. On the basis of our analysis, the following tension is clear: the students are aware of the international agenda of gender equality in education, but at the same time they are concerned about problems in the practical application of this agenda in their own society and relate these concerns to their interpretations of principles of Islam and Afghan cultural traditions.
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Author(s): |
Heinrich, Jill |
Source: |
High School Journal, v96 n2 p101-115 Dec-Jan 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Adolescents; Ideology; Qualitative Research; Masculinity; Gender Issues; Adolescent Attitudes; Adolescent Development; Psychological Characteristics; Social Structure; Social Theories; Educational Environment; Institutional Characteristics; Youth Opportunities; Youth Problems; Change Strategies; Social Psychology; Social Influences
Abstract:
This study stems from a yearlong qualitative inquiry examining the influence that gender ideologies exercised in the lives of four young men in the high school setting. Utilizing a feminist, post-structuralist perspective (Davies, 1997, 1989; Connell, 1996, 1997, 1989; Martino, 1995), it analyzes how masculinity constructs itself through discursive practices. The study involves four adolescent boys, Michael, Peter, Aiden and Jack, all friends and classmates in a small, Midwestern high school comprised mainly of working class and farming families. This study examines each boy's idiosyncratic positioning within dominant discourses of masculinity, specifically questioning its ability to shape, influence and possibly constrain posture and performance in the classroom setting.
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Author(s): |
Beck, Terence A. |
Source: |
Theory and Research in Social Education, v41 n1 p1-32 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
School Safety; Homosexuality; Discourse Analysis; Marriage; Group Discussion; Social Theories; High Schools; School Culture; Social Attitudes; Social Bias; Discussion (Teaching Technique); High School Students; Gender Issues
Abstract:
Scholars have called for discussions of same-sex marriage in schools as one way of ending the curricular silence around lesbian, gay, bisexual, transgender, and questioning (LGBTQ) people. Yet, concerns about how students might talk about LGBTQ people can contribute to teachers' reluctance to initiate such discussions. Queer theory suggests that discussions of same-sex marriage require students to negotiate high school cultures that often assume and enforce heterosexuality. Further, students are likely to draw on the larger societal debate, a debate that often characterizes LGBTQ people very differently (and often stereotypically). Informed by discourse analysis, the author examined one discussion of same-sex marriage in a high school classroom and considered the ways students managed both their arguments and their identities. He also examined students' arguments to see how they contest what it means to be LGBTQ. Results of the analysis suggest that the assumption of heterosexuality pervaded the same-sex marriage discussion and that student arguments tended to focus squarely on the nature of LGBTQ people. These findings suggest that romantic notions of classroom safety might be inadequate when discussing same-sex marriage and that teachers need to carefully consider issues of student identity and the discourses available to students before they introduce same-sex marriage as a controversial political issue discussion topic.
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Adolescents; Housing; Gender Issues; College Students; Sexual Identity; Identification (Psychology); Homosexuality; Dormitories; Space Utilization; Young Adults; Social Attitudes
Abstract:
Traditional on-campus housing assignments at colleges and universities are made on the basis of legal sex, where students are housed only with other students of the same legal sex. This method is problematic for transgender and gender-nonconforming students, who may not identify with the gender assigned to them at birth. Recently, some institutions have begun to offer gender-inclusive housing to better serve the needs of transgender and gender-nonconforming students. Colleges and universities take a variety of approaches in incorporating this housing option, with varying results. The present research asked traditionally college-aged transgender and gender-nonconforming people which types of housing they would most prefer when considering living on a college campus. In all, 103 college-aged adults participated in the survey and revealed that apartment-style housing and self-contained singles were the most preferred among five housing options currently in use at various colleges and universities across the country. Implications for the various options are discussed, as well as support policies to consider when instituting a gender-inclusive housing community. (Contains 2 tables, 2 figures and 1 note.)
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