西方女性主义教育述评

西方女性主义已成为教育研究的一个重要理论分支,其中自由主义女性主义、激进的女性主义和批判的女性主义具有比较明确、比较系统的教育观点,其核心是关注两性平等和性别公平的教育。这些女性主义流派对西方现行教育体系中的管理、教育过程以及学校实践中体现的性别不公平现象进行了尖锐的批判。西方女性主义的教育观点及其教育批评对我们的教育研究与实践具有启发和借鉴意义。     

Perceived experiences with sexism among adolescent girls

This study investigated predictors of adolescent girls' experiences with sexism and feminism. Girls ( N = 600; M = 15.1 years, range = 12–18), of varied socioeconomic and ethnic backgrounds, completed surveys of personal experiences with sexual harassment, academic sexism (regarding science, math, and computer technology), and athletics. Most girls reported sexual harassment (90%), academic sexism (52%), and athletic sexism (76%) at least once, with likelihood increasing with age. Socialization influences and individual factors, however, influenced likelihood of all three forms of sexism. Specifically, learning about feminism and gender-conformity pressures were linked to higher perceptions of sexism. Furthermore, girls' social gender identity (i.e., perceived gender typicality and gender-role contentedness) and gender-egalitarian attitudes were related to perceived sexism.     

An Interview with Iris Marion Young

Iris Marion Young is Professor of Political Science at the University of Chicago.She is affiliated with the Gender Studies Center and the Human Rights Program.Her research interests are in contemporary political theory, feminist social theory and normative analysis of public policy.Her books include Justice and the Politics of Difference (Princeton University Press, 1990), Throwing Like a Girl and Other Essays in Feminist Philosophy and Social Theory (Indiana University Press, 1990), Intersecting Voices: dilemmas of gender, political philosophy, and policy (Princeton University Press, 1997) and Inclusion and Democracy (Oxford University Press, 2000).Her writings have been translated into several languages, including German, Italian, Spanish and Swedish.She has lectured widely in North American, Europe, Australia and South Africa.Professor Young's teaching interests range broadly, including contemporary theories of justice, democracy and difference; feminist political theory; continental political theory including Foucault and Habermas; ethics and international affairs; gender, race and public policy.Professor Young holds a PhD in philosophy from the Pennsylvania State University, 1974.Before coming to the University of Chicago she taught political theory for nine years in the Graduate School of Public and International Affairs at the University of Pittsburgh and before then taught philosophy at several institutions, including the Worchester Polytechnic Institute and Miami University.During the summer term of 1995, Professor Young was a Visiting Professor of Philosophy at the Johann Wolfgang Goethe University in Frankfurt Germany.Dr Young has held a visiting Fellowship at several universities around the world including Princeton University, the Institute for Human Science in Vienna, Australian National University and the Human Sciences Research Council of South Africa.Her work continues to receive world wide acknowledgement and recognition     

Feminist pedagogy and feminist epistemology: an overview

This article offers an overview of the field of feminist education, epistemology and pedagogy. It examines the variety of streams of feminist thought in these areas including socialist, radical, cultural, liberal and postmodern feminisms. In doing so, it engages with some of the most influential writings in the field from the last 12 years and looks at the relationship between feminist education, feminism as a whole, and poststructuralist social theory and postmodernism. The article goes on to discuss epistemology and Foucauldian notions of knowledge and power hierarchies and asks whether feminism accepts notions of ontology in relation to women. In the final section, feminist pedagogy is discussed in relation to other streams of critical or radical pedagogy; is Women's Studies in universities the most productive place to devote feminist energy to? Can Women's Studies be considered part of radical education when it necessarily operates within an institution which arguably operates to ‘domesticate’ women and valorizes traditional, or patriarchal, epistemology? It concludes by exploring an educational environment, or methodology, which has the potential to be more productive for both students and educators interested in the liberatory possibilities of education.     

Transforming Selves,Transforming Courses: Faculty and Staff Development and the Construction of Interdisciplinary Diversity Courses

Faculty/staff workshops provide a way of enhancing teaching and learning strategies and pedagogical techniques. We include faculty/staff development workshops designed to create team that taught interdisciplinary courses which address issues of diversity and democracy for first year students. Strategic planning of the workshop and responsiveness to participants' needs and interests engender collegiality, collaboration, and curricular change. Dr. Janet Moore Lindman is an Associate Professor in the History Department and Coordinator of the Women's Studies Program. Dr. Maria Tahamont is a Professor in the Department of Biological Sciences and Coordinator of Rowan Seminar at Rowan University. The authors are co-principal investigators of the New Jersey Campus Diversity Initiative funded by the Bildner Family Foundation.     

Emergent Feminist Technical Communication

The feminist approaches to technical communication that have emerged recently are largely liberal feminist or radical feminist in orientation. Liberal feminism arises out of the eighteenth-century Enlightenment and emphasizes equality and rights. It sees that women's opportunities to develop their intellects and talents and participate freely in the world of men have been thwarted by discriminatory practices. Radical feminism, in contrast, emphasizes differences between women and men, the limitations of patriarchal culture, and the characteristics of women's ways of communicating and knowing. The essays included in this issue, while multidimensional, primarily exhibit characteristics of both liberal and radical feminism.     

On Radical Feminism

<正>All men are created equal.For centuries,human have been struggling for their rights.Women,as a special social force,are fighting vigorously for their equal rights with men.According to an introduction to feminism,there are three main types of feminism:socialist,reformist and radical(Feminism 101).In order     

The significance of faith for Black men's educational aspirations

It is uncontested that British African Caribbean men are minimally represented in elite UK higher education institutions. Even as data demonstrates that African Caribbean males are more likely to study further education than White males 1 1 Research indicates that the proportion of UK‐domiciled Black students pursuing higher education degree courses has increased since the academic year 2003/04 (ECU, 2014 ).
and that the proportion of UK ‐domiciled Black students pursuing higher education has increased since the 2003/04 academic year (ECU , 2014), the representation of Black students throughout the Russell Group remains low. 2 2 It is important to acknowledge that on the whole, undergraduate Black students are over‐represented in higher education and in 2012/13 experienced the largest increase in the proportion of all BME students attending university to 6.3% (ECU, 2014 , p. 114). However, the majority of this increase in Black student representation is accounted for in non‐Russell Group institutions, particularly at the less prestigious universities that comprise the Million+ Group. The Million+ Group comprises the following universities: Abertay University, Anglia Ruskin University, Bath Spa University, University of Bedfordshire, University of Bolton, Canterbury Christ Church University, University of Cumbria, University of East London, Edinburgh Napier University, London Metropolitan University, London South Bank University, Middlesex University, Staffordshire University, University of Sunderland, University of West London, University of the West of Scotland and Southampton Solent University ( www.millionplus.ac.uk/who-we-are/our-affiliates/ ).
Less than 3% of the entire Russell Group's student population comprised British African Caribbean students in 2011/12 and 2012/2013 (ECU , 2013, p. 203; ECU , 2014, p. 358). However, according to the 2011 Census, ‘Black’ people represent 5.5% (3.1 million) of the total UK population (ONS , 2015). For the few Black men who are successful in attaining acceptance at these exclusive universities, to what assets or capitals do these young men attribute their ability to get to and successful graduate from these institutions? Interviews with 15 Black male students who attended Russell Group universities in England and Wales were analysed and several ‘capitals’ or resources were identified as beneficial to their ability to succeed. Drawing on Bourdieu's work on cultural and social capital, this paper advances the concept of ‘faith capital’ as a unique recognised asset that six of the participants described and reflected upon as being influential on their academic trajectories. Based on findings from the ESRC ‐funded research Exploring the narratives of the few: British African Caribbean male graduates of elite universities in England and Wales , this paper discusses these six participants’ accounts of their higher education journeys in relation to how they identified faith as a resource that was influential to their academic success.     

Emergent Feminist Technical Communication

The feminist approaches to technical communication that have emerged recently are largely liberal feminist or radical feminist in orientation. Liberal feminism arises out of the eighteenth-century Enlightenment and emphasizes equality and rights. It sees that women's opportunities to develop their intellects and talents and participate freely in the world of men have been thwarted by discriminatory practices. Radical feminism, in contrast, emphasizes differences between women and men, the limitations of patriarchal culture, and the characteristics of women's ways of communicating and knowing. The essays included in this issue, while multidimensional, primarily exhibit characteristics of both liberal and radical feminism.     

Crossing uncertain terrain: messages from male academics

In this paper, comments made by a group of senior male academics in Australian universities about their leadership behaviours, are considered. Whereas the majority of the men in the study spoke about gender relations, and sometimes feminism in their workplaces, only two of the men engaged in discourses of gender and/or feminism, as well as actively practising and supporting pro‐feminist principles in their workplaces. For a further four men, who even though they utilised gender‐related discourses, there was dissonance with their work practices. It is speculated that fears of feminism, masculinity and of litigation may be possible explanations as to why several of the men grappled with the personal challenges of what it means to be situated in the ‘uncertain terrain’ of publicly espousing support for feminism whilst not wanting to lose their positioning as a male in a patriarchal system.     

Sexism in the Seminar: Strategies for gender sensitivity in management education

In our roles as tutors we recognise a reluctance for students, particularly men, to become involved in discussion around 'gender' with any serious level of engagement. In order to address this, we have begun developing ideas that prompt discussion in seminars on gender issues with a view to raising awareness and creating a greater sensitivity. In this paper we share with readers ideas and materials that may be used to prompt such discussion. We are particularly interested in encouraging students to address perceived sexism for themselves, rather than relying on us as tutors to deal with such gender insensitivity, thus complementing an experiential learning philosophy that underpins our management education units. Locating our understanding of 'gender' in post-structuralism, we look critically at the binary divide between the socially-constructed nature of femininity and masculinity, and question how further polarisation might be reduced. Further, we wish to encourage discussion as to how we might design and develop courses that appeal to women and men, believing that gender management is of equal importance for men and women.     

女性主义翻译对传统译论的解构及其局限性

二战后兴起于西方社会的女权运动对翻译研究产生了深远的影响。女性主义者率先将性别引入到翻译主体性研究领域,使翻译研究从文本内转向文本外,这给翻译研究提供了一个全新的女性主义视角,自此翻译研究不断开拓新的领域。文章简要介绍了女性主义翻译策略及其对传统译论的解构,指出了女性主义译论的不足之处。     

Feminism in Scotland: Self-identification and stereotypes

A questionnaire concerned with gender issues was completed by 2029 women and 2137 men students at a Scottish University. Of the women respondents, 1252 answered a question about whether they thought of themselves as feminists; 5% ticked 'always', 9% 'often', 59% 'occasionally' and 27% 'never'. Women in the 36-45 year old age bracket and postgraduate women were most likely to identify as feminists. This question was included in a factor analysis with items concerning gender roles. It loaded strongly only on the third factor, which linked strong feminist identification to an endorsement of an essentialist model of gender differences. Analysis of extended comments in response to a question about the image of feminism indicated that both male and female students were affected by negative stereotypes of feminism in the media. It was concluded that the study showed a somewhat stronger level of identification with feminism than previous studies.     

What is protest? Feminism,psychoanalysis and methods of social change

ABSTRACT

Despite the fact that feminism has recognised psychoanalysis to be a theory with direct application to the understanding of sexism for over 50 years, the application of psychoanalytic thinking to feminist activism has yet to be significantly realised. Using the work of Julia Kristeva, sexism is described as a symptom of an intolerable situation and overt forms of activism, such as street protest, that are critiqued as making demands on their subject. The third-wave tendency for deconstruction is examined as having direct implications to a concept of psychoanalytically informed activism.     

马克思主义女性主义及其中国本土化推进

女性主义者将女性解放运动追求的性别平等与社会主义所致力的阶级解放运动紧密结合,形成了马克思主义女性主义。它为中国女性学提供了理论基础与实践经验。中国女性学的生存和发展必须借鉴和吸收西方马克思主义女性主义的合理思想,使其与中国本土女性学相结合,不仅使西方女性主义学说得到进一步发展,也丰富中国女性学学科理论。     

威斯康星思想对我国民办高校转型与发展的启示与借鉴

威斯康星思想在高校职能的发展史上是一个重要的里程碑。威斯康星思想对我国民办高校的转型与发展具有重要的借鉴意义：我国民办高校的发展应该找准社会需要的空缺,准确定位;多样化发展,注重教学质量;走出＂象牙塔＂,与社会和谐发展;打造特色校园文化,注重毕业生的就业质量,培养服务型人才。     

大学生就业过程中性别歧视现象研究--以“中国就业性别歧视第一案”为例

大学生曹菊案作为＂中国就业性别歧视第一案＂的和解结案,是就业性别歧视现象研究和实践的重大成功,但违背大学生就业公平权的大学生就业性别歧视现象依然存在。产生这一现象的原因有诸如大学生个人、用人单位、学校、法制等多个方面。这些就业性别歧视现象严重侵害了大学生尤其是女大学生的就业公平权。因此,对大学生就业过程中性别歧视现象及大学生就业过程中反性别歧视对策的研究显得具有特别的理论意义和实践意义。     

Poststructural feminism in education: An overview

Feminists in education increasingly use poststructuralism to trouble both discursive and material structures that limit the ways we think about our work. This overview of poststructural feminism presents several key philosophical concepts ? language; discourse; rationality; power, resistance, and freedom; knowledge and truth; and the subject ? as they are typically understood in humanism and then as they have been reinscribed in poststructuralism, paying special attention to how they have been used in education.     

QUALITY CONTROL IN HIGHER EDUCATION: THE AMOS‐SYSTEM

With the adoption in 1982 of the “Law of the Two‐Phase Structure”, which led to the restructuring of Dutch higher education and set strict time limits for the earning of degrees, both the universities and their students were required to increase their efficiency. One result has been that the universities have had to increasingly compete among themselves vis‐à‐vis the Dutch Ministry of Education for scarce resources, but at the same time, to cooperate among themselves and to take various corrective actions voluntarily so as to avoid having them imposed from above by the Ministry. One result of this new situation is the understanding that a system of external evaluation of given universities and programmes is needed. The Association of Cooperating Dutch Universities (VSNU) is elaborating a system of external quality control. The Ministry of Education through its Inspectorate already has the means at hand to conduct assessments. The proper way for individual universities to face the prospect of external evaluation, the author argues, is for them to create their own systems of internal evaluation. Such a system, the ‘Analysis Model pertaining to the Quality of Education in Faculties’ (the AMOS model according to its Dutch acronym), was developed at the Free University of Amsterdam. The remainder of this article describes the underlying philosophy, structure, and functioning of the AMOS system     

A Feminist Perspective on Moral Education

Abstract

I argue that the just community approach is the best available values education programme in the high schools for meeting the primary goal of feminism, the elimination of injustices due to sexism. In order to eliminate sexism, I suggest we look beneath educational policies and practices to the social and value structures of schools as institutions. Through excerpts from interviews with students, I describe the social and value structures of a democratic community which form the basis of the just community programme.