MAKING GENDER A SUBJECT OF DISCUSSION - A MISSION (IM) POSSIBLE IN THE 21TH CENTURY?! STUDENTS OF EDUCATIONAL STUDIES AS AN EXAMPLE WITHIN THE CONTEXT OF ACADEMIA
Journal Title: Problems of Education in the 21st Century - Year 2014, Vol 60, Issue 7
Abstract
Higher education is supposed to create open-minded graduates within social topics. General assumptions about educational science transfer a quiet sensitive picture across in particular gender issues and the awareness of gender inequalities. In contrast to other disciplines, scientifc debates about gender issues do have a long tradition, even if not always thematised as such. The curriculum of educational science offers a wide range of so called gender-seminars, where students can spend time on gender related topics and the awareness of gender equality. Women are overrepresented among educational students and regarding to a “new deal for young women” (McRobbie 2009), which may influence the way young woman and men think about the importance of gender-related topics, the question about the relevance of gender and gender issues for the discipline of educational studies often remains vague. According to this following research questions arose: how do students of educational science discuss gender issues, how does a de-articulation form gender issues, and how is rhetoric equality produced among university students of educational science. The data are based on a qualitative empirical survey composed of four group discussions carried out with 14 university students of educational studies from German speaking universities. The aim was to reconstruct and analyse both - an individual and collective - understanding or interpretations regarding gender issues. The fndings of this study have revealed that the reflection of gender issues and talking about gender is somehow caught between gender equality, difference and usurpation. This takes into account the mechanisms and masking effects of neoliberal activation. Deliberations about how educational studies can handle these challenges should imply a gender-reflected understanding of learning and educational processes.
Authors and Affiliations
Sabine Klinger, Ines Findenig
Keywords
Related Articles
- EP ID EP35333
- DOI -
- Views 294
- Downloads 0
CRITICAL POINT IN FINANCIAL LEARNING PROCESS OF PRIMARY SCHOOL CHILDREN IN SLOVENIA
Financial literacy is very important because only financially literate individuals are able to identify the pitfalls of money management. The objectives of the study were to observe how children perceive the role of mone...
RURAL COMMUNITY ADULT LITERACY DEVELOPMENT THROUGH COMMUNITY LEARNING CENTERS PROGRAM IN THE ISLAMIC REPUBLIC OF IRAN: TWO CASE STUDIES
Literacy and community development have an unbroken connection. Literacy is a very important tool for community development. The main goal of community development is to improve the quality of life. In order to improve...
ENTERTAINING BROADCASTS AND UPDATING OF A LEXICON AT STUDYING RUSSIAN AS FOREIGN
The matter concerns one of aspects of practice of teaching Russian as a foreign. In the centre of attention there are features of work with audio materials, which are presented in the form of the speech in some entertain...
PROFICIENT CLASSROOM MANAGEMENT THROUGH FOCUSED MATHEMATIC TEACHING
A not entirely unusual position among teachers is that they believe that they must frst establish a peaceful classroom before they can begin to teach the subject. This research, shows how a profcient mathematics teache...
BLOG AS A PLATFORM FOR LEARNER-CENTERED APPROACH IN TEACHING BILINGUALS
The article presents grounds for necessity for implying a learner-oriented course for bilinguals studying in modern Estonian school. Such a course is caused by changes in the State Curriculum. The second supposition is t...