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.     

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.     

A Comparison of Different Policies: equal opportunities in education in the Netherlands and the policy of the Inner London Education Authority

This article describes the Dutch Government's policy on equal opportunities in education. The Dutch policy is compared to the policy of the Inner London Education Authority (ILEA). The authors consider the extent to which the methods used by the Dutch Government and the ILEA reflect different conceptualisations of the problem of sex inequality and different implementation strategies. Special attention is paid to the aims of both policies in terms of the different feminist strategies of equality and difference, and in terms of different feminist positions: liberal versus radical feminism.     

The Question of Representation: research in gender and education in Scandinavia

This article gives a review of feminist research into gender, school and education in Scandinavia in the light of feminist theory and politics. It is claimed that research up to now has been inspired by an ideological thinking, following the main concepts of feminism: (a) liberal feminism based on the philosophy of ‘sameness’ and equal opportunities, and (b) radical feminism based on the philosophy of ‘difference’ and equal worth. They have both been designed to qualify critique of the gender divided education pyramid, having either integration or segregation as the political perspective and either male as a norm or female as an ideal. However, the main point in the article is that at least in the Scandinavian countries and seen as a general trend we are now witnessing a breakdown of the former education pyramid. Women as a whole, but especially the young generation, have achieved a more equal position and they have moved into many former male‐dominated subjects and areas. This situation requires a new theoretical framework and a more specific research than we have seen up to now. At the same time post‐feminism is from a theoretical viewpoint challenging the former concepts, maintaining that we have to leave the essential thinking and absolute strategies in order to open up a field of research to plurality and a constructive uncertainty. The article ends by pointing out new directions and a theoretical outset.     

New perspectives on an old problem: the position of women academics in British higher education

Women academics in Britain are an elite group among women. Nevertheless, there is abundant evidence that they are disproportionately in lower grades and less secure posts than their male counterparts. These are longstanding inequities which appear to have been met with complacency rather than commitments to bring about change. This paper draws upon feminist theory to outline a range of perspectives which can be used to analyze this situation. Different approaches define the problem differently: it can be located in sex-typed socialization; family-career role conflicts; under-investment in women's education; sex discrimination; or the working of capitalism and patriarchy. The strategies which follow from each approach are discussed and evaluated. Certain features of the British university system may operate to the detriment of women, and there is no network of powerful liberal feminist organizations that can act as a watchdog to safeguard their interests. The unsettled situation of higher education in Britain would seem to make this an inauspicious time to initiate reform, but there are contradictions which might be a basis for feminist action. Socialist and radical feminist frameworks go further than liberal ones in making sense of the entrenched inequalities and resistance to change. Yet there is a case for pursuing liberal feminist strategies, at least in the short run.     

Gender Inequality in Education: accounting for women's subordination

This article is an attempt to apply a systematic use of theory to gender inequalities in education. It expands on the tenets of liberal, radical, and socialist feminist perspectives to account for differential gender outcomes in terms of educational access, attainment, and field of study choices. The State emerges as a key actor regulating and promoting educational processes and outcomes, and the perspective that most accurately captures the State's practices is socialist feminism. There has been a recent convergence in feminist thought toward the meshing of ideological and material elements in the explanation of women's subordination, bringing closer than ever the radical and socialist feminist perspectives. These perspectives detect severe limits in the State's ability to improve women's conditions while groups outside the State, particularly women‐run organizations, are identified as the most likely sources of significant educational change and thus social change, in the interests of women.     

向警予的女性主义思想

本文从女性主义立场出发,以《向警予文集》为分析文本,认为向警予思想中有强烈的女性意识,她的女性主义思想体现在对女性特殊的利益的强调和维护,以及她阐述妇女问题的鲜明的女性主义视角。向警予不是一个狭隘的女性主义者,而是一个具有女性意识的追求人类普遍幸福的革命者。     

Ideals and Realities: Articulating Feminist Perspectives in Physical Education

Using on information gathered from five female feminist physical education teachers in Brisbane, Australia, this paper examines the relationship between theoretical debates in feminism and feminist practice in secondary schools. Specifically, this paper is concerned with the ongoing debate in feminism over the notion of equality. It is problematic that calls for equality for women are currently understood as calls for sameness to men, leaving men and their life experience as the only standard of analysis. In this paper, how this theoretical struggle between feminists is dealt with in sport and physical education is explored. The teachers articulated various feminist perspectives, but placed their feminism on the physical education agenda piecemeal. Moreover, they failed to challenge the notion of an equality for women based on their sameness to men. Given the duress under which these women articulate their feminism, notions of sameness may be all that is achievable in the current physical education curriculum.     

传统、现代、后现代:当代女性主义教育的三重视野

女性主义作为一种教育思潮可以追溯到18世纪的法国,传统女性主义教育持两种妇女观,一是“父权制”妇女观,二是“父权制”批判妇女观。但是,自20世纪60年代以来有两种态度:一是激进女性主义的态度。二是当代社会主义女性主义态度。现代女性主义教育在理论与实践上都具有明显的先进性,但仍旧没有走出两性二元对立的思维模式。对于传统女性主义教育的批判性重建,还必须从后现代文明中的精神内核和价值观念需求借鉴。只分析性地找出传统、现代、后现代三种女性主义教育类型地一般特征与具体表现还是不够地,女性主义教育学更重要的使命,是要整合这三种教育资源,女性主义教育建构尚需要实现传统、现代、后现代三重视野的“视界融合”。     

The Contrast and Comparison of the three Heroines In Middlemarch

In Middlemarch, George Eliot creates the three heroines who have different characters and lots. The study of Eliot’s feminism view is based on feminist literary criticism. By the contrast and comparison of the three female images in Middlemarch, Eliot expresses the both radical and conservative attitude towards feminism.     

国际妇女运动与女权主义的历史演进及其启示

妇女问题总是与经济、政治、文化等社会问题密切相关，国际妇女运动随女权主义思潮和女权主义运动而产生和发展。真正意义上的女权主义思潮和女权主义运动是以资本主义获得一定发展为条件的，在其演进过程中呈现出多样性与复杂性的特点，并极具变革性。国际妇女运动和女权主义思潮凸显了人类社会追求社会公平公正的轨迹，为全球化背景下全球治理问题注人了鲜活的内容。对构建社会主义和谐社会也具有重要启示。当代女权主义政治倾向的温和性趋势，深刻地折射出现今世界和平与发展的时代主题和时代特征。     

社会发展中的社区与女性

社区研究与妇女研究是社会研究中的两种不同视角,社区运动与妇女运动是当前社会生活中两种较为活跃的实践活动。本文通过分析社区与女性视角相结合的意义,回顾社区对于妇女社会发展中所起的作用,以及发掘社区发展与妇女发展、社区价值与女性价值、社区运动与女性运动之间的关系,较全面地阐述了社区与妇女之间的关系,以及在社会发展中,重视社区妇女议题的重要价值。     

社会主义女权主义的流变及发展

从 2 0世纪 6 0年代起 ,西方社会主义女权主义者批判性地应用马克思主义的范畴、方法论和认识论 ,对性别与经济、政治、文化等诸多关系进行了深入的剖析 ,得出许多富有启发性的分析成果。但在 2 1世纪回顾时 ,除对她们的智慧与辛勤致敬外 ,会发现一些理论发展过程中必然出现的烙印 ,如对性别制度与妇女生活的简单化、普遍化、本质化 ,及唯经济论对她们视野的束缚等。 90年代以来 ,随着后结构主义、后殖民主义与后现代主义与女权主义的日渐融合 ,社会主义女权主义渐渐突破以往的局限 ,并与其他女权主义流派一起 ,为女权主义理论的深入发展继续做出贡献     

浅议我国城市妇女贫困问题

妇女贫困问题已经成为一个全球关注的问题,我国城市妇女贫困问题日益突出。从另一个视角———女性主义,对我国城市妇女贫困的原因进行分析。以女性主义福利理论为基础,分析中国城市贫困妇女的构成和特点,讨论我国城市妇女致贫的原因,认为市场机制和就业机制的性别取向,以及家庭内部的不平等导致了我国城市妇女贫困的发生。     

张玲译作中的女性主义干涉方式研究

西方女性主义翻译理论是女性主义与译学结合的产物。分属女性主义翻译理论的女性主义干预性翻译强调女性主义译者如何操纵语言干涉意义的生产以影响目的语文化。在翻译策略上,女性主义译者要求对翻译文本进行以女性主义为价值取向的干涉和改写。本文以我国著名的翻译家张玲的翻译作品为研究对象,试探究张玲在其翻译过程中所采用的女性主义翻译干涉方式。     

从美国女性文学看女性主义发展

女性主义对西方各国的女性文学产生了深远的影响.本文着重分析了女性主义发展的三个不同阶段:第一阶段是追求与男人平等的政治权;第二阶段是二战后女性主义的兴起以及20世纪后半叶美国妇女文学的发展对女性主义的影响;第三阶段是女性主义批评.     

从女性主义的发展看我国翻译研究

女性主义为翻译研究提供了一个新视角,并已经成为翻译的跨学科研究中日益重要的课题。女性主义翻译观不仅拓展了翻译研究的领域,并引发了翻译观念和翻译思想上的一场革命,女性主义翻译观强调性别意识,为人们能重新审视传统翻译理论中所存在的不合理提供了依据。     

关怀伦理与女性新闻报道

女性主义媒介批评作为一种新兴的媒介批评派别和方法。表现出对大众传媒中性别歧视的批判态度。关怀伦理注重人的关系性、情感性等特征,与普遍伦理原则有着重要区别。在男权文化中心的大背景下,提倡在新闻报道中引入作为女性主义伦理核心的关怀伦理学概念,研究关怀伦理在女性报道中的应用及其价值,从关怀伦理的角度来探讨女性媒介形象,将有助于女性报道深度和广度的拓展,对于新闻报道整体和新闻伦理的发展及研究也具有推进作用。