文化语境下言语行为的性别差异

从文化语用学的角度探讨了文化语境下言语行为的性别差异,旨在分析和探讨男女两性所属的文化语境是如何构建的,这一文化语境又是通过何种机制规约了男女两性的言语行为模式的,男女两性言语行为形态上有何差异,这些差异又会造成怎样的交际冲突。     

Contradictory values in doctoral education: a study of gender composition in disciplines in Swedish academia

Contradictory values in the Swedish doctoral education system are analysed through an interview and survey study of different academic disciplines: female-dominated, mixed and male-dominated. The focus is directed towards how the selected disciplines conduct application and selection processes in doctoral education and special attention is given to values regarding doctoral ideals, what a successful thesis should be like, how gender balance or imbalance is explained, and how activities aiming at gender equality are carried out. In the findings of this study, some specific patterns that show gendered discipline cultures in relation to doctoral education are apparent. The analysis shows an unclear or ambivalent view on gender and gender equality work in doctoral educations. In many of the issues investigated, essentialist views on gender emerge and a focus on gender differences is evident. The implicit assumption is that men and women are different and contribute to the discipline in disparate ways. The effectiveness of gender-specific doctoral strategies and to what extent gender equality work is viewed as a support strategy for women only, is discussed.     

Gender theory as a tool for analyzing science teaching

This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.     

Exploring woman university physics students ‘doing gender’ and ‘doing physics’

This article explores what it can mean to be a woman physics student. A case study approach is used to explore how five women who are studying physics at a Swedish university simultaneously negotiate their doing of physics and their doing of gender. By conceptualising both gender and learning as aspects of identity formation, the analysis of the interviews with the five women offers insights into the nuances and complexities of how women relate to the gendered disciplinary culture of physics. This contrasts how research on gender and physics education has been predominantly concerned with comparisons of female and male students' attitudes and/or achievements. Furthermore, the analysis brings to the fore how it is not just the masculine connotations of physics that shape the experiences of the five women, but also the expectations on female physics students.     

Violence as understandable,deserved or unacceptable? Listening for gender in teenagers' talk about violence

Youth violence is a topic of increasing global concern. Research has primarily focused on young people's responses to existing definitions of violence in seeking to understand how best to develop violence prevention. Little work has explored how young people themselves define violence and the factors which influence their acceptance, and use, of violent behaviour. The present study investigated young people's understandings of what constitutes violence, their acceptance of violence and justifications made for doing so. The study was distinct in its focus on young people's characterisations of violence. The findings revealed that gender norms mediate understandings of what constitutes violence and discourses around the perceived acceptability of violence. Particular forms of violence were clearly identified as being more acceptable and ‘deserved’ than others and young people's perceptions were shaped by their understandings of appropriate and normative gender behaviour.     

Education for women: whose values count?

This article looks at how far educational approaches to gender equity can be packaged and exported to developing countries. I analyze current discourses on women's education at international, national and local levels. Drawing on detailed ethnographic data from Nepal, I argue that issues around gender and education need to be addressed as ideological in nature, rather than a technical matter of tackling ‘drop out’ from women's literacy classes or getting more girls into school. From talking about ‘change’, ‘transformation’ and ‘access’, we need to think more about what is being changed to what and whose values underlie specific educational approaches.     

Global inequality,capabilities, social justice: The millennium development goal for gender equality in education

The Millennium Development Goal (MDG) for gender equality in education by 2005 has been criticised for its grandiose ambition, its failure to adequately conceptualise the nature of gender inequality or the diverse forms this takes, the inadequate policies developed to put the goal into practice and the limited measurements used for monitoring. The paper argues for a strategic defence of the MDG as an opportunity to think more widely about what the contents of rights in education are and how gender equality might be advanced. Drawing on the capability approach of Amartya Sen and Martha Nussbaum it considers gender equality in education in relation to wellbeing and agency freedom and achievement. Utilising Thomas Pogge's taxonomy of institutional conditions for human flourishing the paper considers how global, national and local policy might better measure gender equality in pursuit of the MDG.     

影视教学中的社会性别意识解析——以电影《图雅的婚事》为例

“影视教学中的社会性别意识解析”以影片《图雅的婚事》为例,具体分析了影视作品如何通过艺术手段实现对社会性别意识的传达,指出以男权文化为标准的传统社会性别观念在当下影视作品中仍居主流,在影视教学过程中有意吸纳社会性别概念不仅有研究意义更有现实的必要性.     

The emotional labor of doing ‘boy work’: Considering affective economies of boyhood in schooling

Abstract

Internationally, the research on the education of boys has sought to understand how social practices, behaviours and rituals contribute to identity construction. We are interested in approaches to the emotional labor of doing ‘boy work’. As educators grapple with the gendered performances and subjectivities of young men, there is an imperative to engage with the affective dimensions of boyhood. We explore what theories of affect can add to our understandings of masculinities and masculine identity practices in rapidly changing affective economies of gender and, specifically, what this may mean for relationships formed between educators and students. To illustrate how theories of affect can open up new analytical spaces, we present two vignettes from a program in the United States designed to support young men and boys to gain critical awareness of restrictive ‘gender norms’. Drawing primarily upon Ahmed’s work on affective economies, we theorize how attention to affective economies of boyhood can positively influence the work of educators today.     

The Gender Agenda in Teacher Education

This paper explores some of the relationships between the understanding of gender equity and gender issues in education held by academic staff in an institute of higher education, and their views on the importance of incorporating gender into the curriculum. The paper discusses findings pertaining to how academics approach gender issues in their teaching in their relationships with students and with other members of staff. In so doing the question is raised—what messages are trainee teachers receiving about gender issues? The findings also discuss some of the pedagogical implications arising from the absence of theoretical perspectives or orientations in relation to gender in preservice teacher education.     

Mainstreaming Gender Equality in Science in the European Union: The ‘ETAN Report’

This article examines the position of women in science in academe in the European Union. It draws upon some of the data collected for the 'ETAN' (European Technology Assessment Network) report, Science Policies in the European Union: promoting excellence through mainstreaming gender equality, published recently by the European Commission. The data demonstrate how irrespective of discipline, proportion of female undergraduates in the discipline, and country, women leave scientific careers in disproportionate numbers at every stage, but particularly after the post-doctoral level. The article outlines three approaches to developing gender equality: equal treatment, positive action and gender mainstreaming, and shows how the position of women in science might be improved by the application of these three approaches by universities and research institutes. It concludes by asking some questions about whether more women at the top in science would make a difference to how science is done, what science is done and what is regarded as excellent in science.     

The ‘entrepreneurial university’, family and gender: changes and demands faced by fixed-term workers

Managerialism and neoliberal changes and demands influence the work and family lives of academics differently in different positions and contexts. In this article, I explore how Finnish academics on short fixed-term contracts have been treated, and how they interpret recent changes and their effects on their work and private lives. I ask how the demands and changes are gendered and what consequences they have for work–family balance and gender equality, as well as whether the changes have been internalised or resisted. Managerialism seems to create new ways to govern oneself and to approach academic work, home, children and gender. I argue that these profound changes are veiled by more visible reforms that seem to threaten academic autonomy, such as time surveillance.     

Boys’ and girls’ educational choices in secondary education. The role of gender ideology

This study aims to explain why boys and girls in secondary education choose different educational tracks. We argue that adolescents internalise gender expectations as to what is “appropriate” male and female behaviour in their gender ideology. Gender ideology can affect educational choices by influencing (1) how adolescents evaluate their competence in certain subjects (competence beliefs), (2) what they find important in a future occupation (occupational values) and (3) what school subject they prefer right now (subject preferences). Longitudinal data collected among adolescents at age 15 and 16 (N = 1062) are used. Multinomial path models show that gender ideology shapes boys’ occupational values and subject preferences, whereas for girls it shapes their competence beliefs. Only for boys this leads to gender-stereotypical educational choices, however. Our results support the idea that gender expectations are stricter for boys than for girls and may prevent men from entering more feminine career tracks.     

Exploring the possibilities of gender equality pedagogy in an era of marketization

In this article, we research and revisit our own experiences of gender equality work to determine the societal and discursive power relations that have shaped gender equality. We conducted our study in Finland, a ‘Nordic model of gender equality’, but we argue that these results have worldwide relevance, especially since Nordic models of gender equality and education have been exported globally. By combining earlier research, our own extensive experience of conducting gender equality work, and previous literature on feminist pedagogy, we examine the possibilities of what we call ‘gender equality pedagogy’ in an era of marketization. To develop the concept of gender equality pedagogy, we ask how combining an analysis of gender equality work with feminist pedagogy can help to acknowledge and utilize power relations. We suggest that understanding gender equality work as a form of pedagogic practice might help overcome some of the barriers that gender equality work has encountered for decades.     

Begabung, Leistung Und Geschlecht: Neue Dimensionen Im Lichte Eines Alten Erziehungswissenschaftlichen Diskurses

GIFTEDNESS, ACHIEVEMENT AND GENDER – This article deals with the interrelation of giftedness, achievement and gender. It examines the effect of gender affiliation on the development of talent. The cardinal focus is put on the questions of how gender roles influence the lives of gifted children and adolescents as well as what kinds of coping strategies they use to manage these challenges. Based on the thesis stating that the present assimilation of gender roles displays a new challenge of social pressure girls and boys deal with in different ways, the hitherto accessible research findings are discussed in respect of the current state of knowledge. As a result, the existence of the gender gap can be reaffirmed and linked to distinct danger zones for boys and girls. The way into underachievement can be one strategy to get rid of this social pressure.     

Reconceptualizing the gendered body: learning and constructing masculinities and femininities in school

How children learn to construct and enact masculinities and femininities is clearly an issue for education and one that has been explored in a wide variety of ways. In recent years, however, our conceptions of gender have once again become problematic, particularly given a gradual slippage regarding the sex/gender distinction and the increasing use of ‘gender’ to refer to matters of biology as well as those pertaining to the social. We now need to rethink how we understand what it is to be male and female, masculine and feminine, and whether the sex/gender distinction and related dualisms are useful to our conceptualization of gender. One way to do this is to focus on the construction of gender in the social systems of which children are a part, including the schooling system. In this paper I consider the legacy of Cartesian dualism both for our understanding of sex and gender and for the schooling system, exploring the interconnections between the two. I examine how the Cartesian legacy underpins the disciplinary and curriculum structures of schools and explore the implications for the ways in which we, as researchers and teachers, view and treat children in schools. Finally, I argue that researchers working in gender and education need to take much more account of the specificities of children’s bodies.     

A Discussion of Future Time Perspective

A growing area of research in educational psychology is future time perspective and its relationship to desired educational outcomes. This article discusses and critiques five reviews of current research on future time perspective. Key questions addressed are when do individuals begin to articulate a future, how far into the future does this articulation extend, what is the nature of the future that individuals articulate for themselves, what is the relationship between future time perspective and other important psychological processes such as motivation and self-regulation, what is the relationship of future time perspective to gender, culture, and socioeconomic status, and how does future time perspective change over time as individuals grow and develop intellectually and socially? These key questions are fundamental to understanding the relevance and usefulness of future time perspective for interpreting and explaining variations in educational achievement across diverse group of learners internationally.     

社会性别与发展:实践者的足迹与反思

在进行社会性别培训时,协助者的言行举止会影响参与者对性别平等和参与的认识,这不仅是培训技能的问题,而且是知识生产与再生产的过程。目前农业女性化已成趋势,但现有农、林业体制内普遍缺少性别敏感,因而不感应现实中的社会性别与发展问题,仍是以父权文化为特征的主流声音在制造政策,导致部分农妇边缘化。那些为生存和发展不得不选择流动的女性,又经常处于易受伤害的风险中,被骗或被拐卖,其身份和角色的转换使其处于多重困境。国家和社会应当是维护妇女权益的责任承担者,要在现有体制内促进社会性别机制化。无论哪个层面,性别敏感的提升和持续要靠组织和领导支持,群体间的交流需要机制化,相关计划、决策、预算要真正回应性别需求,包括实用性或战略性需求,也需要有制度化的保障。总之,妇女赋权和性别主流化是两个相辅相成的重要方面。     

Concrete and classrooms: how schools shape educational research

The notion of ‘the school’ as a set of institutional processes and practices that shape the possibilities of educational research forms the focus of this article. It is argued that the discursive and material practices that render schools agencies of cultural reproduction also have effects for what research can be undertaken in them and how. With reference to a series of ‘episodes’ that occurred during research about young people and sexuality in New Zealand, evidence for how schools shape research endeavours is provided. These examples present a complex picture of the way in which schools simultaneously police and are regulated by symbolic boundaries of gender and sexuality. How school disciplinary power works to effect what it is possible to claim about the voluntary nature of student research participation is also explored. It is argued that through the powerful discursive and material practices that occur in schools, these institutions can impede research that attempts to transgress dominant meanings about gender and sexuality.     

Situated decoding of gender in a Swedish preschool practice

This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: (a) the preschool’s physical environment, (b) the regular and repetitive structure of the educational practice and (c) the consistent actions of the teachers in the everyday practice.