Education,internationalism and empire at the 1928 and 1930 Pan-Pacific Women's Conferences

In order to explore education at the first two Pan-Pacific Women's Conferences, this article builds on Campbell and Sherington's account of education in Oceania and on empirical research undertaken by Selleck and others, along with relevant primary source material. It traces elements of empire as they played out in inter-war women's education and cultural internationalism. Following Paisley it argues that histories of ‘racial modernities’ articulated in and through women's education and circulating via practices of cultural internationalism were integral to histories of ‘race’ and nation.     

The role of Women's/Gender Studies in the changing lives of British women

This paper explores the role played by part-time Women's/Gender Studies (WGS) courses in women's lives in the UK through interviews with 35 women who were among 8000 students who studied one of the UK Open University's undergraduate interdisciplinary WGS courses between 1983 and 1999. A thematic analysis of these interviews shows how these mainly working and lower middle-class, mature women were living through a time of great social change for women. The WGS course they studied helped them understand these changes and grasp the educational, social and employment opportunities that opened for UK women after 1980. The authors reflect on these social and educational changes and using Nussbaum's Capabilities Approach (2011) analyse the capabilities these women developed through their study of these courses, which helped them to change their own lives and the lives of others around them. Looking forward, the authors argue that WGS courses have the potential to develop these capabilities in a time of economic recession and reduced opportunities for women.     

Outcomes approaches to assessment: comparing non-government and government case-study schools in Western Australia

A key feature of recent curriculum reform in post-industrialised liberal economies has been the ascendancy of outcomes-based education policies. A 1995 review conducted in Western Australia (WA) recommended an outcomes-based approach, and in response, the Curriculum Framework (CF) was released in 1998. The same year, the WA State government mandated that all schools, both non-government and government, demonstrate compliance with the outcomes-based CF for Years K–10 by 2004. This article compares case-studies of non-government and government schools in analysing assessment and reporting issues in relation to the enactment of outcomes-based curriculum policy in the mid-2000s. With significantly different localised contexts, including different degrees of institutional autonomy and different approaches to curriculum, assessment and reporting, interesting contrasts and commonalities arose as each school engaged with the new policy. The research draws on a hybrid approach to policy analysis, incorporating both critical theory and post-structuralism with their different conceptualisations of power relationships. In-depth semi-structured interviews were conducted to examine and analyse the views of participants at each site. Although there is no intention to generalise from individual case-studies, cross-case analysis reveals the emergence of meta-level themes – such as market choice, accountability and teacher professionalism – which are associated with ‘bigger picture’ issues of power and which may well provide insights for explorations of curriculum reform in other contexts.     

Really teaching lamaze: putting ideas into action

The column contains concrete suggestions for preparing women to tap into their inner wisdom for their inherent when giving birth.     

基督教传教士与近代浙江女子教育

近代浙江女子教育是以基督教传教士所办女子学校为发端。教会女校是中国半殖民地半封建社会的产物,带有“文化侵略”的性质,但在客观上传教士创办女学的实践,直接改变了清末浙江妇女的教育现状,并对近代浙江女子教育产生重要影响。     

Stakeholder Identification of Barriers and Facilitators to Sexual Health Education for Female Survivors of Violence: A Mixed Methods Study

There is a strong relationship between experiencing violence and participating in behaviors that increase the risk of contracting sexually transmitted infections. Sexual health education (SHE) tailored to the unique needs of female survivors of violence is needed. This paper presents findings from 40 surveys and 33 accompanying interviews with stakeholders representing 31 agencies in the violence advocacy community in Arkansas to investigate the feasibility, acceptability, and perceived need of a SHE program for female survivors of violence. Data also explore the role and preferences of community agencies in the design and implementation of such a program. Interviews with stakeholders revealed three themes: intervention concerns, content, and structure.     

明清女子文学启蒙教育述论

20世纪以来对明清时期女子文学启蒙教育一直缺乏专门而深入的研究。明清时期女子文学启蒙教育基本上采用家庭教育的方式,主要由家庭长辈和闺阁塾师充当教育者,旨在达致女子的知识养成和性情陶冶。在女子文学启蒙教育内容中,《毛诗》和唐诗占据着重要的地位。明清女子文学启蒙的教育效果,直接促成女子诗艺化的知识结构、审美特性和文学活动。既表征了中国人民"风雅祖述,前薪后火,息息相继"的信念,也形成了中国文化绵绵瓜瓞的深厚根基。     

农村妇女教育的问题与对策

农村妇女受教育程度的高低和掌握职业技能的多少,直接影响到新农村建设的程度、小康家庭的多寡和下一代素质的高低。然而,目前我国农村妇女继续教育却是农村成人教育的一个洼地。推进农村妇女教育需要转变观念,加大投入,搭建教育平台,采用有效方法。     

Cosmo girls: configurations of class and femininity in elite educational settings

In this paper we offer a unique contribution to understandings of schooling as a site for the production of social class difference. We bring together the rich body of work that has been conducted on middle-class educational identities, with explorations of the centrality of the feminine in representations of class difference from the field of critical girlhood studies. This is done in order to explore how young femininities mediate the representation of class difference in the environment of the private girls’ school. Drawing from our two research studies, located in private girls’ schools in Australia and the United Kingdom, we argue that the notion of ‘disgust’, commonly used in recent engagements around class, has only limited purchase in understanding the representation of class difference in these schools. It is the inconsistencies and complexities in how class and class relations are produced that we wish to illuminate.     

Comparing three South African student cohorts on their attitudes to the rights of working women

This study compares three cohorts (1998–1999, 2005–2006 and 2010) of undergraduate psychology students at a South African university on the level of support for working women (women in paid employment) on various issues considered to be feminist. Cohort 1 (n?=?244), cohort 2 (n?=?311) and cohort 3 (n?=?266) completed an adapted version of a questionnaire used by the Research Group on Women and Work (Kitch, S. L. 1994. “‘We're All in this Alone’: Career Women's Attitudes Toward Feminism.” In Women and Careers: Issues and Challenges, edited by C. W. Konek and S. L. Kitch. London: Sage). The expected liberalisation of attitudes over the cohorts was evident for the females but not for the males: the second male cohort had more conservative attitudes than the first and third male cohorts. While there appeared to be strong overall support for gender equality in work and educational fields, there were equally solid endorsements of the importance of marriage and motherhood for working women. Across the cohorts there were somewhat moderate attitudes on the need for structural change in the family and at work. The implications of the findings are considered.     

Towards an environmental education without scientific knowledge: an attempt to create an action model based on children's experiences,emotions and perceptions about their environment

The paper presents an alternative approach to environmental education which focuses on children's ideas and action rather than scientific knowledge. The approach is based on children's willingness and ability to act and participate in their community and environment. The paper contributes to the development of an alternative pedagogical proposition for environmental education that is inspired by critical education. The proposed action model has emerged from a one‐year qualitative, participatory research in a pilot primary school in Athens, with the active engagement of 60 children, aged 9–12. The action model describes a path from denial of action to willingness for action. It can be used to encourage children to become involved in their environment and community and to feel strong and confident to act.     

Complexities of Vietnamese femininities: a resource for rethinking women's university leadership practices

This paper develops a dialogical encounter between northern-inspired theorisations of gender and Vietnam's historical and cultural differentiation identified through the presence of matriarchy in ancient societies and its popularity in folklore and contemporary politics. The article draws on interviews with 12 senior women from 8 universities in Northern and Southern Vietnam. Three main themes are explored: (1) the Vietnamese woman as ‘general of the interior’; (2) the ‘woman behind the throne’; and (3) ‘behind a woman is another woman’. These themes illustrate the distinctiveness of a historically produced Vietnamese gender order as reflected in current university women's experience. By providing insights into the complex dynamics of Vietnamese women's ‘informal power’, as evident in both spheres of home and university, the paper presents a discussion of forms of Vietnamese femininity that contributes to re-theorising Connell's concepts of ‘hegemonic masculinity and emphasized femininity’.     

我国女子高等院校的发展历程

以时间为脉络,对我国女子高等院校的发展历程进行了梳理,分为孕育、产生和发展、中断、恢复、兴起五个阶段。从中看出我国女子高等院校的发展道路随着历史的变迁和政策的改变显得颠簸曲折。     

Education as Part of the Migratory Project of Latin American Migrant Women Traveling to the United States in Undocumented Conditions

Education is an indispensable element for the development of society. In Latin America, the point of origin of most of the undocumented immigrants to the United States, equal opportunity in access to education and educational achievement is still pending. The study presented here focuses on the analysis of the expectations of female migrants via Mexico’s northern border, focusing attention on educational attainment as an important aspect of the “American Dream” of the migrant women interviewed and their dependents.     

School Health Promotion to Increase Empowerment,Gender Equality and Pupil Participation: A Focus Group Study of a Swedish Elementary School Initiative

A school health promotion project was carried out in an elementary school in Sweden where active participation, gender equality, and empowerment were leading principles. The objective of the study was to understand challenges and to identify social processes of importance for such a project. Focus group interviews were conducted with 6 single-sex groups (7–12 year olds) in grade 1–2, grade 3–4, and grade 5–6 on 2 occasions. The analysis used a grounded theory approach. The analysis identified the core category “normalization processes of violence and harassment.” It is argued that school health promotion initiatives need to be aware of normalization processes of violence and, which may be counter-productive to the increase of empowerment and participation among all pupils.     

太平天国时期的妇女教育——兼论女子教育不能作为太平天国男女平等和妇女解放的依据

太平天国主张并重视妇女教育,在客观上对解放妇女起了一定的推动作用。但并非是太平天国男女平等思想的体现,更不是解放妇女的一种自觉的主观措施。从太平天国妇女教育的目的、内容和用途来看,它只是太平天国宗教思想的一种体现,反映出客家妇女教育的遗风,没有摆脱传统封建女子教育的范畴,本质上仍是封建传统伦理道德。     

向警予妇女解放与社会教育思想研究

向警予同志是中国妇女解放运动的杰出领袖。向警予运用马克思主义观点,结合中国的革命实际情况,深刻地认识到了妇女受到压迫的原因,并提出了妇女解放与社会教育等一系列思想,形成了中国特色的妇女运动理论体系。文章对向警予妇女解放与社会教育思想的思想渊源、主要内容和实践进行研讨,以期确立向警予妇女社会教育和成人教育思想体系和实践体系。     

明清母氏教育素养述论

明清时期的母氏普遍受到良好的家庭与私塾教育,她们不仅博通经史、精诗善书擅画,还喜求经世之学;有些出身社会中上阶层家庭的母氏还有随父从夫宦游、结社的经历,她们的生活空间与社会视野均较前代相对自由、宽广,这极大地提升了母氏的教育素养,增强了她们训子的能力与水平,明清母教大盛与此不无关系。     

公众参与、数字赋能:构建高质量的未来社区教育资源建设新生态

未来社区教育将围绕人本化、数字化和生态化的三维价值,满足人民群众对美好生活的向往,其中,优质的社区教育资源供给是重要支撑。贯彻党的十九届五中全会精神,以“公众参与、数字赋能”为导向,通过政策、机制等各方面的推动,让公众参与社区教育资源建设成为一种自觉,让数字化社区教育成为一种样态,最终打造一个学习共同体广泛参与、智慧化学习环境有力支撑、优质教育服务供给良好保障、全域性共建共享的社区教育资源建设新生态,实现未来社区教育的高质量发展。     

Women's path into science and engineering majors: a structural equation model

The intent of this study was to investigate the adequacy of Weidman's (1985 Weidman, J. C. 1985. “Undergraduate socialization: A conceptual approach”. In Higher education: Handbook of theory and research, Edited by: Smart, J. C. Vol. V, 298–322. New York: Agathon Press.  [Google Scholar], 1989 Weidman, J. C. 1989. “The world of higher education: A socialization-theoretical perspective”. In The social world of adolescents: International perspectives, Edited by: Hurrelmann, K. and Engel, U. 87–105. New York: W. de Gruyter.  [Google Scholar]) theoretical undergraduate socialization model as an empirical-based causal model pertaining to women's career path choice into a science or engineering (SE) major via structural equation modeling. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (1996–2001) from the U.S. Department of Education. Results indicate that Weidman's model was somewhat supported. Results from the evaluation of the causal model suggest that women's path into an SE major was influenced by both collegiate and non-collegiate factors, with 1st-year college grades and high school math grades being the dominant indirect influences.