Gender & Education Association: A Case Study in Feminist Education?

Autor/in	David, Miriam E.
Titel	Gender & Education Association: A Case Study in Feminist Education?
Quelle	In: Gender and Education, 27 (2015) 7, S.928-946 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2015.1096923
Schlagwörter	Foreign Countries; Feminism; Case Studies; Gender Issues; Activism; College Faculty; Professional Associations; Sex Fairness; Neoliberalism; Futures (of Society); Equal Education; Educational History; Educational Trends; Trend Analysis; Educational Researchers; Social Class; Generational Differences; Higher Education; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Feminismus; Case study; Fallstudie; Case Study; Geschlechterfrage; Aktivismus; Politischer Protest; Fakultät; Sexualaufklärung; Neo-liberalism; Neoliberalismus; Future; Society; Zukunft; History of education; Bildungsgeschichte; Bildungsentwicklung; Trendanalyse; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Social classes; Soziale Klasse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Großbritannien
Abstract	This article focuses on feminist activist academics who were instrumental in creating the UK Gender & Education Association at the turn of the twenty-first century. Drawing on my own intellectual biography (David, M. E. 2003. "Personal and Political: Feminisms, Sociology and Family Lives" Stoke-on-Trent. Trentham Books.) linked to the collective biography and life history of feminism in academia over the last 50 years, "Feminism, Gender & Universities: Politics, Passion and Pedagogies" (David, M. E. 2014. "Feminism, Gender & Universities: Politics, Passion & Pedagogies." Farnham: Wheatsheaf.), I consider how we, as feminist educators, developed our pedagogies and professional approaches to gender and education. In so doing, I also look at three cohorts or generations of feminist academics, from the university pioneers of second-wave feminists like myself, through to those who might be considered third wave feminists. In this it is clear that whilst feminist values of women's liberation and/or gender equality shine through, there are clear differences of emphasis. This is in relation to personal, political and professional values, and approaches to education through teaching or the social sciences. Indeed, neither feminism nor gender was in the lexicon of higher education or public policy when we were starting out, and by the third cohort gender equality had become incorporated into forms of neo-liberalism. In reviewing the developments of feminisms in higher education, I also look towards what might be considered a feminist future in global higher education, given learning from previous waves to new waves of feminists such as fourth wave and beyond. Here I briefly consider the work of our EU Daphne funded research project (2013-2015) into challenging gender-related violence (GRV) through education and training for professionals working with children and young people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01