The Importance of the act of going: towards gender inclusive education
Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated wit...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Rowan, Leonie [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2011 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Studies in continuing education - London [u.a.] : Taylor & Francis, 1978, 19(1997), 2, Seite 124-142 |
|---|---|
| Übergeordnetes Werk: |
number:2 ; volume:19 ; year:1997 ; pages:124-142 |
| Links: |
|---|
| DOI / URN: |
10.1080/0158037970190204 |
|---|
| Katalog-ID: |
NLEJ252590449 |
|---|
| LEADER | 01000naa a22002652 4500 | ||
|---|---|---|---|
| 001 | NLEJ252590449 | ||
| 003 | DE-627 | ||
| 005 | 20231206142638.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 231206s2011 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1080/0158037970190204 |2 doi | |
| 035 | |a (DE-627)NLEJ252590449 | ||
| 035 | |a (TFO)746590223 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 100 | 1 | |a Rowan, Leonie |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a The Importance of the act of going: towards gender inclusive education |
| 264 | 1 | |c 2011 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice. | ||
| 773 | 0 | 8 | |i Enthalten in |t Studies in continuing education |d London [u.a.] : Taylor & Francis, 1978 |g 19(1997), 2, Seite 124-142 |h Online-Ressource |w (DE-627)NLEJ252589009 |w (DE-600)2037834-8 |w (DE-576)263253910 |x 1470-126X |7 nnns |
| 773 | 1 | 8 | |g number:2 |g volume:19 |g year:1997 |g pages:124-142 |
| 856 | 4 | 0 | |u https://www.tib.eu/de/suchen/id/tandf%3A63fd52e4bd03b530bc6290e82f68670dbc1360ef |x Digitalisierung |z Deutschlandweit zugänglich |
| 912 | |a ZDB-1-TFO | ||
| 912 | |a GBV_NL_ARTICLE | ||
| 951 | |a AR | ||
| 952 | |e 2 |d 19 |j 1997 |h 124-142 | ||
| author_variant |
l r lr |
|---|---|
| matchkey_str |
article:1470126X:2011----::hipracotecogigoadgnei |
| hierarchy_sort_str |
2011 |
| publishDate |
2011 |
| allfields |
10.1080/0158037970190204 doi (DE-627)NLEJ252590449 (TFO)746590223 DE-627 ger DE-627 rda eng Rowan, Leonie verfasserin aut The Importance of the act of going: towards gender inclusive education 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 19(1997), 2, Seite 124-142 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:2 volume:19 year:1997 pages:124-142 https://www.tib.eu/de/suchen/id/tandf%3A63fd52e4bd03b530bc6290e82f68670dbc1360ef Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 2 19 1997 124-142 |
| spelling |
10.1080/0158037970190204 doi (DE-627)NLEJ252590449 (TFO)746590223 DE-627 ger DE-627 rda eng Rowan, Leonie verfasserin aut The Importance of the act of going: towards gender inclusive education 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 19(1997), 2, Seite 124-142 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:2 volume:19 year:1997 pages:124-142 https://www.tib.eu/de/suchen/id/tandf%3A63fd52e4bd03b530bc6290e82f68670dbc1360ef Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 2 19 1997 124-142 |
| allfields_unstemmed |
10.1080/0158037970190204 doi (DE-627)NLEJ252590449 (TFO)746590223 DE-627 ger DE-627 rda eng Rowan, Leonie verfasserin aut The Importance of the act of going: towards gender inclusive education 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 19(1997), 2, Seite 124-142 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:2 volume:19 year:1997 pages:124-142 https://www.tib.eu/de/suchen/id/tandf%3A63fd52e4bd03b530bc6290e82f68670dbc1360ef Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 2 19 1997 124-142 |
| allfieldsGer |
10.1080/0158037970190204 doi (DE-627)NLEJ252590449 (TFO)746590223 DE-627 ger DE-627 rda eng Rowan, Leonie verfasserin aut The Importance of the act of going: towards gender inclusive education 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 19(1997), 2, Seite 124-142 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:2 volume:19 year:1997 pages:124-142 https://www.tib.eu/de/suchen/id/tandf%3A63fd52e4bd03b530bc6290e82f68670dbc1360ef Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 2 19 1997 124-142 |
| allfieldsSound |
10.1080/0158037970190204 doi (DE-627)NLEJ252590449 (TFO)746590223 DE-627 ger DE-627 rda eng Rowan, Leonie verfasserin aut The Importance of the act of going: towards gender inclusive education 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 19(1997), 2, Seite 124-142 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:2 volume:19 year:1997 pages:124-142 https://www.tib.eu/de/suchen/id/tandf%3A63fd52e4bd03b530bc6290e82f68670dbc1360ef Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 2 19 1997 124-142 |
| language |
English |
| source |
Enthalten in Studies in continuing education 19(1997), 2, Seite 124-142 number:2 volume:19 year:1997 pages:124-142 |
| sourceStr |
Enthalten in Studies in continuing education 19(1997), 2, Seite 124-142 number:2 volume:19 year:1997 pages:124-142 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| isfreeaccess_bool |
false |
| container_title |
Studies in continuing education |
| authorswithroles_txt_mv |
Rowan, Leonie @@aut@@ |
| publishDateDaySort_date |
1997-01-01T00:00:00Z |
| hierarchy_top_id |
NLEJ252589009 |
| id |
NLEJ252590449 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">NLEJ252590449</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20231206142638.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231206s2011 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/0158037970190204</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ252590449</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(TFO)746590223</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Rowan, Leonie</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The Importance of the act of going: towards gender inclusive education</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2011</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice.</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Studies in continuing education</subfield><subfield code="d">London [u.a.] : Taylor & Francis, 1978</subfield><subfield code="g">19(1997), 2, Seite 124-142</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ252589009</subfield><subfield code="w">(DE-600)2037834-8</subfield><subfield code="w">(DE-576)263253910</subfield><subfield code="x">1470-126X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">number:2</subfield><subfield code="g">volume:19</subfield><subfield code="g">year:1997</subfield><subfield code="g">pages:124-142</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.tib.eu/de/suchen/id/tandf%3A63fd52e4bd03b530bc6290e82f68670dbc1360ef</subfield><subfield code="x">Digitalisierung</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-TFO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="e">2</subfield><subfield code="d">19</subfield><subfield code="j">1997</subfield><subfield code="h">124-142</subfield></datafield></record></collection>
|
| author |
Rowan, Leonie |
| spellingShingle |
Rowan, Leonie The Importance of the act of going: towards gender inclusive education |
| authorStr |
Rowan, Leonie |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)NLEJ252589009 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
NL |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
1470-126X |
| topic_title |
The Importance of the act of going: towards gender inclusive education |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Studies in continuing education |
| hierarchy_parent_id |
NLEJ252589009 |
| hierarchy_top_title |
Studies in continuing education |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 |
| title |
The Importance of the act of going: towards gender inclusive education |
| ctrlnum |
(DE-627)NLEJ252590449 (TFO)746590223 |
| title_full |
The Importance of the act of going: towards gender inclusive education |
| author_sort |
Rowan, Leonie |
| journal |
Studies in continuing education |
| journalStr |
Studies in continuing education |
| lang_code |
eng |
| isOA_bool |
false |
| recordtype |
marc |
| publishDateSort |
2011 |
| contenttype_str_mv |
txt |
| container_start_page |
124 |
| author_browse |
Rowan, Leonie |
| container_volume |
19 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Rowan, Leonie |
| doi_str_mv |
10.1080/0158037970190204 |
| title_sort |
the importance of the act of going: towards gender inclusive education |
| title_auth |
The Importance of the act of going: towards gender inclusive education |
| abstract |
Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice. |
| abstractGer |
Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice. |
| abstract_unstemmed |
Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice. |
| collection_details |
ZDB-1-TFO GBV_NL_ARTICLE |
| container_issue |
2 |
| title_short |
The Importance of the act of going: towards gender inclusive education |
| url |
https://www.tib.eu/de/suchen/id/tandf%3A63fd52e4bd03b530bc6290e82f68670dbc1360ef |
| remote_bool |
true |
| ppnlink |
NLEJ252589009 |
| mediatype_str_mv |
c |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| doi_str |
10.1080/0158037970190204 |
| up_date |
2024-07-06T13:05:06.948Z |
| _version_ |
1803834996241203200 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">NLEJ252590449</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20231206142638.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231206s2011 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/0158037970190204</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ252590449</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(TFO)746590223</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Rowan, Leonie</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The Importance of the act of going: towards gender inclusive education</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2011</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to 'women's' perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some 'legitimate' way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of 'a' feminist orthodoxy serves to paralyse many educational reform projects even before they begin.In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro-feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice.</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Studies in continuing education</subfield><subfield code="d">London [u.a.] : Taylor & Francis, 1978</subfield><subfield code="g">19(1997), 2, Seite 124-142</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ252589009</subfield><subfield code="w">(DE-600)2037834-8</subfield><subfield code="w">(DE-576)263253910</subfield><subfield code="x">1470-126X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">number:2</subfield><subfield code="g">volume:19</subfield><subfield code="g">year:1997</subfield><subfield code="g">pages:124-142</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.tib.eu/de/suchen/id/tandf%3A63fd52e4bd03b530bc6290e82f68670dbc1360ef</subfield><subfield code="x">Digitalisierung</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-TFO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="e">2</subfield><subfield code="d">19</subfield><subfield code="j">1997</subfield><subfield code="h">124-142</subfield></datafield></record></collection>
|
| score |
7.402487 |