中国基础教育性别公平存在的问题和对策

性别公平是当今国际世界基础教育研究中的一项重要任务，本文首先介绍了20世纪90年代中国基础教育在实现性别公平方面取得的成就，然后指出了中国基础教育中仍然存在性别不公平的一些问题，最后探讨了21世纪前15年中国基础教育全面实现性别公平应该采取的政策措施。     

Feminist tales of teaching and resistance: reimagining gender in early childhood education (Reggio Emilia,Italy)

ABSTRACT

This article investigates whether the memories of women’s movements that grew out of the Italian Resistance to the Nazi-Fascist Regime during the Second World War have left any legacy to women teachers in early childhood education. The article focuses on the case of internationally renowned and high-quality schools for young children, the municipal schools of a northern Italian town called Reggio Emilia. In contrast to much of the literature on gender and early childhood education, this paper reveals that many women teachers in these schools think of themselves as agents of social change, and that this is tied to their memories of the Italian Resistance.     

对话与思考:西方教育领域中的"女性主义"本土化探析

西方教育理论中的女性主义思潮以其对性别与教育的独特理解，为我们提供了与世界教育对话的新途径，促使我们重新思考女性教育与妇女解放的互动关系。可以说，无论是在西方，还是在中国，妇女解放的思想并不只是要在两性心理、心理、社会差异等基础上强造一个平等的世界，而是要在两性和谐共处的基础上，争取最大限度的共同自由和全面的发展。     

翻译与性别:女性主义的突围

在西方传统译论中,翻译(译文)总是被认为是对原作的复制和翻版,是女性化的产物。本文论述分析了女性主义译者如何借助解构主义理论颠覆翻译(译文)在传统译论中的次等身份,并以此为工具质疑和颠覆在社会历史中对女性的性别歧视。     

女性主义视角下的中国女子高等教育

在历史长河中,女性处于受歧视的地位,她们的知识与经验未受到尊重,现有的中国高等教育史方面的著作也未能客观地反映女子所受高等教育的情况。事实上,中国古代确有女子高等教育存在,并且有其独特的施教体系和课程内容。近代以来,随着社会的发展和女性的觉醒,中国女子高等教育开始了其新的发展阶段。     

Higher education and feminism in the Arab Gulf

This article explores how higher education is being conceptualized as part of a neo-liberal ‘feminist’ social change project in the post-imperial context of the Arab Gulf. Challenging the tendency to essentialised treatments of gender and women in Muslim countries, it makes visible the diverse experiences and views of a particular group of Gulf purposively sampled women – students, graduates and academics – as it explores how they are situating themselves against available feminist narratives, how they are seeing themselves as citizens and political actors, and how higher education’s spaces and constraints are mediating these processes. A conflicted picture emerges, of mass higher education helping provide women with radical ideas and ambitions, and helping to make public demands and assert self-representation, while their freedoms to act are limited by underlying hegemonic structures that are still predominantly male and against which women variously rationalize their strategic conformity.     

Changing times of feminism and higher education: from community to employability

This article discusses the creation of space and time for feminist approaches in higher education in the context of shifting community and employment relations and the restructuring of higher education space‐time. It draws on the reflections of three feminist academics concerning aspects of their work biographies in two very different higher education settings. It explores the shift from working in an academic department concerned with community studies to one concerned with education and related employment. The article focuses on the attempt to sustain feminist practices through these changing times and settings and is informed by the work on time and space by Barbara Adam, Henri Lefebvre and Doreen Massey.     

论性别差异及其教育策略

性别差异指男女两性在心理学方面的不同特点。男女两性不仅存在着生理方面的差异,在心理发展的许多方面也同样客观地存在着一些差异,尤其在性格和行为方式及情感表达等方面差异较为明显。性别差异的形成在更大程度上取决于社会文化因素而非生理因素,必须采取有效的教育措施,使个体的发展既具有男女之共性,也具有男女之个性;既要摆脱性别角色标志的束缚,又不失性别本色。     

Teaching gender and sexuality diversity in foundations of education courses in the US

This article is a summary of comprehensive units on gender and sexuality diversity that the authors have used in teacher education courses in undergraduate and graduate social foundations of education classes over several years. The course lesson plan includes a five‐part analysis of the following categories: biological sex; gender identity/sexual identity; gender roles; sexual behavior; and sexual orientation. The authors have experienced much success and positive student evaluation by using this approach. This is true even in religiously and politically conservative universities. The authors introduce the complexity of biology, gender roles, and gender identity, before addressing human sexuality. This helps to diffuse many stereotypes and misconceptions in the initial lessons.     

The fetish of the lens: persistent sexist and ableist metaphor in education research

The scientific metaphor of the lens remains widely used in qualitative education research, despite critiques of positivism. Informed by two recently completed empirical doctoral studies relying on Metaphors We Live By, we propose that the attachment to the lens is a fetish. We argue that this fetish, evident even in purportedly feminist, post-positivist and inclusive education research, emerges from fascination with masculinist and ableist power predicated on the othering of the feminine, and those with disabilities. Recourse to the language of power proves irresistible, if dangerous, for academics. We call for caution in the casual use of the lens and for new linguistic research repertoires that produce reality differently.     

The interrelation of twenty-first-century education and work from a gender perspective

This paper analyses the interrelation of twenty-first-century education and work from a gender perspective. The analysis is carried out theoretically by asking whether human capital theory and Bourdieu’s reproduction theory are adequate instruments for such an endeavour. It is argued that the explanatory power of the human capital concept of the interrelation between education and work is extremely weak, because the human capital concept conceals costs necessary to create human capital. In contrast, reproduction theory comprehends investments in education through reproductive work. But, reproduction theory fails short to explain ongoing gender hierarchies within employment. Therefore, analysis of social and societal structure needs to go beyond the focus on education and work to explain the maintenance of gender hierarchies.     

Sex differences in education: exploring children’s gender identity

Abstract

Gender stereotypes associate mathematics and sciences with boys, whereas reading and writing are typically associated with girls. This study investigated sex differences in primary school children’s motivation (confidence and value) across four academic subjects (maths, science, reading and writing) and examined how their identification with stereotypical masculine and feminine traits related to their motivation in these subjects. Five hundred and thirty-two children (aged 9–11, 52% boys), from five UK schools participated. Sex differences in reading and writing motivation were wider than sex differences found in maths and science motivation. Interestingly, the extent to which children identified with feminine traits was a stronger predictor of their reading and writing motivation than their sex. Gender identity provides an innovative approach to the study of sex differences; it challenges the dichotomy inherent within sex differences research and can lead to a more critical and nuanced understanding of sex differences in education.     

Gender inclusion and horizontal gender segregation: stakeholders' strategies and dilemmas in Swedish teachers' education

This paper contributes to our knowledge of teacher educators' strategies for, and dilemmas with, working with gender inclusion in teachers' education. It illustrates how gender is constructed and reconstructed in teachers' education. The study revealed that teachers' education is not only – as earlier described – a highly feminised field, it is also a discipline that is permeated by horizontal and vertical segregation typical of higher education. The study analyses how university teacher educators experience and handle consequences of this horizontal segregation, building on interviews with subject representatives at a Swedish university. The results exemplify how university teachers reflect on gender policies and their own roles when working with teacher students. Heteronormative patterns also become visible in strategies meant to facilitate gender equality and desegregation. The author argues for the need to include university teachers' perspectives in future strategies for developing gender inclusion in university education.     

Stepping out of our comfort zones: pre-service teachers' responses to a critical analysis of gender/power relations in sexuality education

This paper discusses pre-service teachers' responses to a critical analysis of gender/power relations using examples from a final assessment for an intensive elective unit called Teaching Sexuality in the Middle Years. This unit critically examines gender/ power relations, the production of difference, heteronormativity and pleasure and desire, employing a feminist post-structural framework. Despite the focus on critical thinking, reflection and interrogating structural inequalities in this unit some students were resistant or unable to engage with this approach in their assessments, although appearing to do so in workshops. We consider the broad range of sexuality education discourses mobilised by this unit to try to make sense of what looks like resistance but may be something more complex and difficult to negotiate. The paper ends with a consideration of some of the implications of this approach for practice.     

The existential self: challenging and renegotiating gender identity through higher education in England

This article explores perceptions of the role of education as a potential medium of transformation and a vehicle to challenge and renegotiate symbolic and cultural notions of gender identity. Drawing on data collected at two time points over 10 years, it considers four young women from working-class backgrounds in England who aspired to and then went on to higher education. It considers their earlier aspiration, their current occupations and how these link to their sense of a gendered self. In doing so it raises important questions about persisting cultural hegemony that promotes equality yet continues to position women as ‘mother’ and ‘homemaker’, leaving those who reject the identity feeling defiant and defensive. It also considers how, on the one hand, higher education can provide the means to renegotiate and redefine who one wants to be, yet on the other, does so at what appears to be the cost of existential angst.     

‘Culturespeak’ is everywhere: an analysis of culturalist narratives in approaches to sexuality education in Mozambique

ABSTRACT

Building on postcolonial feminist scholars and critical anthropological work, this paper analyses the frequent deployment of the notion of ‘culture’ by decision-makers, educators, international agency staff and young people in the design, delivery and uptake of sexuality and HIV prevention education in Mozambique. The paper presents qualitative data gathered in Maputo, Mozambique to highlight the essentialising nature of culturalist assumptions underpinning in-school sexuality education. I argue that conceptions of ‘traditional’ and ‘modern’ culture are deployed to explain the epidemic, both of which spectacularise and decontextualise phenomena and practices, and perpetuate the western trope of the Third World Woman. The paper concludes by arguing that a singular emphasis on ‘culture’ – in its various guises – diverts attention from structural causes of young Mozambican women and men’s vulnerability to HIV and AIDS, and crucially, rather than problematise gender relationships, reifies and solidifies these. Thus, while sexuality and HIV prevention education cannot be understood or delivered independently of the cultural context in which it is situated, a more nuanced conception of culture is required – that is, one that is attentive to questions of power and specifically, who is in a position to make meanings ‘stick’.     

Producing alternative gender orders: a critical look at girls and gaming

This article examine some of the ways in which girls are discursively set up as subordinate in relation to boys and men by and within the digital games industry and culture at large, and how they push back on these imposed subjects positions when engaging in media production (game development) under both regular and inverse conditions. Expanding on our previous research on gender and game play, this project explores how the hegemonic discourses of female participation in games culture are taken up by girls who want to make their own digital games. We employ a poststructural understanding of gender and power as fluid and produced through and within social relations to demonstrate how participants are not helpless victims of subjection. Rather, these girls are active in the construction of their own subjectivities, leveraging different aspects of their identity and/or exercising an institutionally sanctioned (albeit temporary) autonomy to resist discursive positioning.     

社会性别理论与中国妇女史研究

社会性别理论在西方第二次女性运动浪潮中被提出来并成为西方女性主义的中心理论,这一理论的引入和运用带来了中国妇女史研究的新发展,但两者互动过程中仍存在一些问题,妇女史研究在适当引进外来理论的过程中要结合中国历史上妇女的具体经历和两性关系的实际特点。