Multiple marginalities. An intercultural dialogue on gender in education across Europe and Africa.

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Sonst. Personen	Sempruch, Justyna (Hrsg.); Willems, Katharina (Hrsg.); Shook, Laura (Hrsg.)
Titel	Multiple marginalities. An intercultural dialogue on gender in education across Europe and Africa. Gefälligkeitsübersetzung: Vielfache Marginalitäten. Ein interkultureller Dialog über Geschlecht in der Bildung in Europa und Afrika.
Quelle	Königstein: Helmer (2006), 498 S.Verfügbarkeit
Beigaben	Tabellen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-3-89741-208-8
Schlagwörter	Bildung; Geschlechterbeziehung; Geschlechterrolle; Bildungsangebot; Bildungsabschluss; Interkultureller Faktor; Geschlecht; Marginalisierung; Entwicklungsland; Nachfolgestaat; Nachsozialistische Gesellschaft; Politik; Staat; Geschlechtsspezifik; Afrika; Anglofones Afrika; Asien; Finnland; Maghreb; Naher Osten; Nigeria; Ostafrika; Polen; Rumänien; Schweden; Schweiz; Sowjetunion; Subsahara-Afrika; Südliches Afrika; Tansania; Türkei; Ukraine; Ungarn; Westafrika; Äthiopien
Abstract	"In an attempt to provide an intercultural dialogue on gender in education, this anthology focuses on the unacknowledged presence of multiple marginalities across Europe and Africa: the interfaces between their geographical proximity, migration politics, colonial legacy, as well as recent initiatives in the field of global education. Apart from identifying the problems, the anthology presents numerous constructive ideas of how to improve gender equality in education addressing currently emerging trends of gender awareness in the shifting debates on educational reforms, identity politics, privilege and displacement." (author's abstract). Content: Justyna Sempruch, Laura Shook, Katharina Willems: Introduction: Intercultural Dialogues on Gender an Education (19-40); Louise Morley: Theorising Gender Equity in Commonwealth Higher Education (43-65); Alissa V. Tolstokorova: Integrating Gender into the Bologna Process: Ukrainian Perspectives (66-81); Dorottya Rédai: Gender in Hungarian Educational Discourse: Democratic Transition since 1990 (82-97); Zakia Belhachmi: Gender, Education, and Feminist Knowledge in al-Maghrib (North Africa) - 1950-70 (98-115); Justyna Sempruch: Women, Education and Employment in Zurich: From the Devalued towards the Developed Subject Positions (116-132); Victoria Haydenko and Iryna Predborska: Gender Stereotyping in Ukrainian Primary Textbooks (135-150); Hanna Guttorm: (Fe)male crafts. Gender-based Craft Education in Finland (151-161); Abiodun Salawu: Sexism, Stereotype and Journalism Education in Nigeria: Female journalists' low involvement in science and technology (162-175); Sari Manninen: A Finnish Case Study: Boys' Representations of Masculinities and Hegemonie Struggle (176-191); Katharina Willems and Jürgen Budde: Body Practices: Marginalization and Masculinities (192-203); Elisabetta Pagnossin: Equality or discrimination? The consequences of co-education in Switzerland (207-215); Johanna Lasonen and Eustella Bhalalusesa: Girls' Educational Participation in Ethiopia and Tanzania (216-234); Merja Anundi: Gender Equality in the Context of Technology Education in Finland (235-251); Franziska Vogt: On the Margins of Localised Networks of Power: Women and New Managerialism in Swiss Primary Schools (252-263); Anca Gheaus: Gender Dimensions of the Romanian Tutorial System (264-278); Dominika Walczak: Women's role in Polish Science and Higher Education (279-297); Kerstin von Brömssen: Identity Construction and the Landscape of Cultural Negotiations among Muslim Girls in Sweden (301-311); Marie Carlson: Immigrant Women within Swedish Language Instruction: Contradictions and Transgressions (312-328); Sheila Riddell: Gender and Disability in Education: Making the Connections (329-348); Felizitas Sagebiel: Elder Women and the Emancipative Impact of Life Long Learning in Germany (349-366); Dilek Kayaalp: A Gender and Class Analysis of Male Working Students in Ankara, Turkey (367-378); Yasmin Lalani: Questioning Authority in the UK: Teacher Positioning within a Boys' Secondary School (379-394); Gabriele Griffin: Gender Researchers in Higher Education: Women's Studies, Interdisciplinarity and Research in European Higher Education (397-410); Sybille Reidl and Helene Schiffbänker: Gender Segregation in Austrian labour-market: GeseBo, a Gender-sensitive Approach to Occupational Choice (411-424); Anna Borgos: Getting to Know Gays and Lesbians in Hungary: Lessons from a Gender Informed Educational Program (425-436); Amra Hodzic: Bosnia and Herzegovina: Change and Continuity in Marginalizing Women in Education (437-449); Elisabetta Ruspini and Paolo Trivellato: Training Policies and Opportunities for Young Lone Mothers in Italy (450-470); Jackie Kirk: Menstruation, Marginalization and Girls' Exclusion from Education in Sub-Saharan Africa (471-490).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2008/1