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Feminisms, Power and Pedagogy: 10th Biennial Conference of the Gender and Education Association

Second Call for Papers

DEADLINE EXTENDED TO 20 DECEMBER 2014

University of Roehampton, 24-26 June 2015

The eleventh international biennial conference of the Gender and Education Association, Feminisms, Power and Pedagogy, will be hosted by the School of Education, the Centre for Educational Research in Equalities, Policy and Pedagogy (CEREPP) and the Paulo Freire Institute (PFI) UK, at the University of Roehampton, London, UK.

We are seeking contributions that engage with questions of power and pedagogy, broadly defined, in relation to gender and other ‘differences that make a difference’ (such as nation, geography, race, class, sexuality and dis/ability), on local, national and global levels. Feminisms are also defined broadly to include a range of ways of understanding gender and power and how these concepts relate to other inequalities. Similarly education and pedagogy include not only the formal, apparent pedagogies offered in educational institutions, such as schools and universities, and the hidden curricula of such organisations, but also the informal and often unnoticed pedagogies of, for example, material and popular cultures and pedagogies deployed by activists in NGOs and political movements. We are especially keen for this conference to be a forum for feminist engagements with education and pedagogy from across the world.

Keynote speakers:

Dr Katarina Eriksson Barajas, Linköping University, Sweden

Prof. Penny Jane Burke, University of Roehampton, UK

Prof. Marília Carvalho, Universidade de São Paulo, Brazil

Prof. Farzana Shain, Keele University, UK

Prof. Lois Weis, State University of New York, USA

Plenary panel: Activists in Conversation

We are very excited to announce our plenary panel of activists to take place on the first day of the conference. This will be a conversation between feminist activists working in and outside academia, about how activism can educate, what academics and activists can learn from each other, and how they can support each other.

The speakers are: 

Nelly Ali, a doctoral student, blogger and effective activist for street children everywhere, but specially in Egypt: http://www.bbk.ac.uk/geds/our-research/phd-students/nelly-ali and www.nellyali.wordpress.com.

Lucy Lake, chief executive of CAMFED: https://camfed.org/about/team/lucy-lake/.

Fahma Mohamed, Integrate Bristol, who spearheaded and is still active in the campaign to combat Female Genital Mutilation (FGM): http://integratebristol.org.uk/# for Integrate Bristol’s website and http://integratebristol.org.uk/2014/02/22/fahma-appeals-to-michael-gove-junior-trustee-of-integrate-bristol-launches-massive-campaign-with-the-guardian-and-change-org/.

Amaranta Thompson, Director of Development and Operations with the International Women’s Initiative: http://www.internationalwomensinitiative.org/#!management-team/c220n.

Key questions:

The conference aims to address the following key questions from feminist perspectives:

How can feminist theories of gender, education and pedagogy benefit from scholars from different parts of the world working together?

How do feminist activists around the world work to promote equality?

How can activists and academics work together to develop and promote equality through feminist and other approaches to pedagogy?

How can we build our understandings of education and/or pedagogy through critical analyses of power relations drawing on, for instance, feminist, subaltern, critical race and postcolonial theories?

How does power operate and influence educational and pedagogic processes, at local, national and global levels?

How do the political, economic and organisation contexts for the production of knowledge impact on the knowledge produced by feminist researchers and others, and what are the implications for social justice?

How can feminist and other approaches to education and pedagogy (e.g. Freirean, subaltern, critical race and postcolonial) reinforce, enrich and build on each other?

All papers, symposia and workshops should engage with educational/pedagogic issues, broadly defined. Within this broad context, examples of what the proposals for papers and symposia may cover include: feminist perspectives from different worldviews and political and theoretical perspectives; feminisms, social movements and pedagogies; the emergence and structuring of gender and education as a field of study in a range of national contexts; masculinities and femininities in education and/or pedagogy; popular culture, pedagogy and gender; policy, politics and practice in education; and neo-liberalism, globalisation and gender. However, this is in no way a comprehensive list and participants should not feel constrained by our suggestions, as we will finalise the conference streams in light of the papers, symposia and workshops accepted.

While contributions will critically engage with feminist theories, they may do so from a variety of fields and subject areas (e.g. gender studies, education, sociology, history, philosophy, linguistics, etc.) and theoretical perspectives. We invite proposals for individual papers and/or symposia from academics, students, policy makers and activists.

GEA featured symposia and workshops:

Featured symposia acknowledge the commitment of GEA to honour and showcase current and outstanding research and/or activism relating to gender and other differences that make a difference in education, broadly defined.  Symposia may consist of one or more two-hour sessions. If organised in a conventional format, each session should consist of a minimum of four and a maximum of six papers (including a discussant if any). We would also be interested in receiving proposals for symposia or workshops that do not follow this conventional format but are more innovative in their organisation. To be featured symposia or workshops, the proposal must show that it has widespread appeal, and explores contemporary and/or historical issues relevant to the aims and purposes of GEA. Please note that each submission will be assessed separately against each of the criteria (relevance to the work of GEA, outstanding research and/or activism). Normally however the symposium/workshop proposer should identify a convenor/chair/facilitator and may identify a discussant for the session. Non-conventional formats should be described and justified in the overview of the symposium or workshop.

Fahma Mohamed and Habiba Said, of Integrate Bristol, will be running a workshop at the conference on teaching about FGM in school and we are in the process of arranging other workshops. If you would like to offer a workshop, please contact Debbie.Epstein@roehampton.ac.uk to discuss this.

Proposals:

Proposals for individual papers, symposia and/or workshops should be sent to Julia.Noyce@roehampton.ac.uk for blind-peer review by 20 December 2014. Proposals for papers should give an abstract of no more than 250 words. Proposals for symposia consisting of four to six papers (or double sessions consisting of eight to 12) should give an overall summary of the theme of the symposium proposed in 250 words or less and brief abstracts (up to 150 words) of the individual papers to be included in it.

Please save your proposal for an individual paper with author name followed by ‘GEA_2015’ (e.g. NAME_ GEA_2015) with a brief biography and contact details on a separate page. For symposia, please give the symposium organiser’s name followed by ‘GEA_2015’ and contact details, plus the names and brief biographies of all contributors on a separate page.

You will be informed whether your paper/symposium/workshop has been accepted by 31 January 2015.

Free conference workshop on getting published:

A free pre-conference workshop for doctoral students attending the conference on getting published in international refereed journals, run by the editors of Gender and Education, will also be held on the afternoon of 23 June. Space permitting, this will also open to other early career researchers who are in their first academic posts or have not got an academic job but preference will be given to research students who are not in academic jobs and who have not yet published in international refereed journals. If you wish to attend this workshop, please indicate this on your booking form. Acceptance will be on a first come first served basis.

Conference fees:

In addition to the conference fee, all delegates will need to pay for one year’s membership of GEA (£30) to begin on 23 June 2015 for those joining for the first time. If you are already a member, this year will be added on to the end of your existing membership. If you are a life member, please contact Julia Noyce by email.

Early bird fees (to be booked by 20 March 2015):

Early bird rates are available for bookings made before 20 March 2015. It is probable that after that date there will be no further residential bookings available. We cannot guarantee accommodation for bookings made before 20 March, but have reserved a large number of rooms so hope there will be enough for everyone wanting accommodation.

Please note that residential bookings include accommodation on the night of 23 June 2015 and breakfast on 24 June as the conference will start no later than 9.30 am.

£275 – Early Bird conference booking fee (non residential package, inclusive of lunches and dinners)

£375 – Early Bird conference booking fee (full residential package, inclusive of three nights accommodation, breakfasts, lunches and dinners but please note that those in residence on Tuesday 23 June will need to sort out their own dinner)

£400 – Early Bird conference booking fee (full residential package, inclusive of three nights accommodation with ensuite, breakfasts, lunches and dinners but please note that those in residence on Tuesday 23 June will need to sort out their own dinner)

£110 – Early Bird conference booking fee (daily rate, inclusive of lunch and dinner)

Standard booking fees (from 21 March 2015):

£305 – Standard conference booking fee (non residential package, inclusive of lunches and dinners)

£405 – Standard conference booking fee (full residential package, inclusive of three nights accommodation, breakfasts, lunches and dinners but please note that those in residence on Tuesday 23 June will need to sort out their own dinner)

£430 – Standard conference booking fee (full residential package, inclusive of three nights accommodation with ensuite, breakfasts, lunches and dinners but please note that those in residence on Tuesday 23 June will need to sort out their own dinner)

£125 – Early Bird conference booking fee (daily rate, inclusive of lunch and dinner)

Accommodation is provided on campus but is limited. It will be available on a first come first served basis.

We have made arrangements with an excellent local nursery to accept children up to the age of 5 (subject to availability of places) from 8.00am-6.00pm during the conference at a daily charge of £58. Please contact Julia Noyce for details. See, also, bursaries, below.

Bursaries:

We will be offering a limited number of bursaries to those who are giving a paper, are unwaged (including doctoral students on studentships) and whose institutions will not support them to come to the conference.

Full conference fee waiver. This will be available to those coming from other countries and who meet the conditions above. They will be awarded on a competitive basis, as judged through a process of blind refereeing.

Fee waiver of £100. This will be available to those from within the UK who meet the conditions above.

An additional fee waiver of £100 towards any extra costs of caring provision (e.g. for children or frail/ill adults) incurred by coming to the conference.

If you wish to apply for any of these three bursaries, please submit a short paragraph with your abstract explaining why you need such a fee waiver in order to attend the conference. Katja Jonsas (Katja.Jonsas@roehampton.ac.uk) and Kate Hoskins (Kate.Hoskins@roehampton.ac.uk) will be looking after bursary applications and will let you know before the Early Bird date whether you have been successful in gaining fee waiver or not. If you have any queries about bursaries, please contact one of them. Please do not make your booking until you have heard from them as you will need to indicate on your booking form that you are in receipt of a fee waiver.

Booking your place:

To book your place at the conference please go to the Roehampton ‘online store’ where you will find a link to the GEA conference. To book your place please visit the online store url.  

Important information about visas:

Please note that we do not send letters of invitation out to all conference participants though we will, of course, provide receipts. However, should you require a letter to support your visa application, we will provide this once you have booked and paid for your place. We can then send a letter to state that you are intending to take part in the conference, and that you have paid. If for any reason your visa application is unsuccessful, we will refund your fee as long as you let us know by email no later than 29 May 2015.

For further information and updates, please visit the conference webpage

Posted in Call for papers, Future Conferences, Issues0 Comments

10th Biennial Conference of the Gender and Education Association

10th Biennial Conference of the Gender and Education Association

Feminisms, Power and Pedagogy: 10th Biennial Conference of the Gender and Education Association

University of Roehampton 24-26 June 2015

The tenth international biennial conference of the Gender and Education Association, Feminisms, Power and Pedagogy, will be hosted by the School of Education, the Centre for Educational Research in Equalities, Policy and Pedagogy (CEREPP) and the Paulo Freire Institute (PFI) UK, at the University of Roehampton, London, UK.

We are seeking contributions that engage with questions of power and pedagogy, broadly defined, in relation to gender and other ‘differences that make a difference’ (such as nation, geography, race, class, sexuality and dis/ability), on local, national and global levels.

Keynote speakers:
Dr Katarina Eriksson Barajas, Linköping University, Sweden
Prof. Penny Jane Burke, University of Roehampton, UK
Prof. Marília Carvalho, Universidade de São Paulo, Brazil
Prof. Farzana Shain, Keele University, UK
Prof. Lois Weis, State University of New York, USA

Submission deadline: 20 December 2014
Notification for successful submissions: 31 January 2015 

CONFERENCE THEMES 
PROPOSALS
FREE CONFERENCE WORKSHOP ON GETTING PUBLISHED 
VISAS and FEES AND BURSARIES
TO BOOK YOUR PLACE PLEASE VISIT http://estore.roehampton.ac.uk

 

 

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ESRC-funded workshop: ‘Academia and Gender: Inducing cultural change to plug the ‘leaky pipeline’

The University of Warwick is organising an ESRC-funded workshop “Academia and Gender: Inducing cultural change to plug the ‘leaky pipeline’ workshop” at the Royal Society on the 5th-6th of June. This event will bring together academics in different disciplines, gender experts, policy makers and higher education administrators and aims at concrete actions and measures of success in the context of Academia, Gender and Culture change. For more information please click on the following link: http://www2.warwick.ac.uk/fac/sci/pioneers/events/inducingculturalchange/programme/.

If you would like to join us, please register (by Tuesday 27th May 2014) at: http://www2.warwick.ac.uk/fac/sci/pioneers/events/inducingculturalchange/registration/

Please note that places are limited and will be offered on a first come first serve basis. For more information about the event, please contact Dr. Charikleia Tzanakou at: Charikleia.Tzanakou@warwick.ac.uk

 

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Educating young people about sex: Addressing issues of gender, sexuality and diversity, 11-13 April, 2014, Brno, Czech Republic

The international conference, Educating young people about sex: addressing issues of gender, sexuality and diversity takes place on 11-13 April in Brno, Czech Republic. The conference is part-funded by the GEA and is jointly organised by Vanita Sundaram (University of York), Lucie Jarkovska (Masaryk University) and Analia Meo (University of Buenos Aires) and aims to bring together scholars, activists and practitioners from a range of contexts to discuss key issues around sexuality, education and gender. Delegates will attend from Australia, New Zealand, Norway, Poland, Portugal and the UK among other countries.

The conference keynote speakers are Dagmar Herzog, Claire Maxwell and Deborah Youdell who will be talking about topics as fascinating and diverse as historical and national reflections on child sexual abuse cases, the need to foreground gender in sexuality and relationships education, and the politics of sex education. Three of the conference delegates will write blogs about their experiences of the event and we look forward to hearing their reflections on the possibilities for sex and relationships education.

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Gender and Education Biennial Interim Conference 9-11th December 2014

Gender and Education in the Asia Pacific: Possibilities and provocations

We would like to invite you to the Gender and Education Association Biennial Interim Conference, which is being held in the Southern Hemisphere for the first time at the Melbourne Graduate School of Education (MGSE), University of Melbourne.

The conference themes address the knowledge and politics of place and speak to a wide range of concerns and settings, and is not limited to specific regions or countries. The questions raised by such a focus are prompted by, but not restricted to, the complexities of Australia’s geopolitical location in the Asia-Pacific region, its history as both colonised and coloniser, and its current position as part of the ‘global north and the global south’.

We welcome abstract submissions for individual papers, symposia as well as ‘non traditional’ presentations such as performance pieces, poetry and pecha kucha: http://www.pechakucha.org/

For more details including submission please visit the conference website:

http://education.unimelb.edu.au/news_and_activities/events/upcoming_events/conferences/GEA2014#home

e-mail enquiries: gea2014@gmail.com

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Reporting Feminist Potential at ‘The Rebirth of Feminism’ conference (Middlesex University, 30th October 2013 #mdxfeminism)

By Yvette Taylor, GEA Member

I was excited to be invited to speak at ‘The Rebirth of Feminism’ conference, with the title posing potential… and, perhaps, problems or even pain. A ‘rebirth’ is loaded with prospects and (re)production, as enduring feminist labour. This is messy and, while something (and someone) ‘arrives’, the potential, problems and pain arguably carries on (see ‘feminist failures’).

Intrigued, I wondered what (and who) was being re-birthed, pondering on the newness implied, and the feminist lines and lives continued, renewed or rejected.  Feminism(s) have long articulated and circulated the language of ‘family’, of ‘sisterhood’, and generational ‘waves’, suggestive of a generational inheritance and ‘passing on’; these notions can veer between a ‘never had it so good’ to a ‘failing the future’ sentiment. As the recent Gender and Education Association 2013 conference variously considered, I wondered ‘who gets to inherit and what is accumulated and lost in renewing feminism?’

I considered these questions as I searched for an object’ to bring to the conference, as instructed by the organisers. The chosen object was intended to foster discussion, deliberately deviating from a stand-and-speak format of knowing-feminist speaker versus feminist-in-training audience. Conscious of these knowledge exchanges, often bound up with generational positions, I chose to speak about my own retrieved school report cards, marking my own educational trajectory. Which I wouldn’t easily describe – or feel – as an ‘arrival’ (see here).

Report cards are something we’ve all likely experienced (arguably continued and self-audited as our own academic CVs). We’ve all been evaluated, and as educators, we all evaluate, celebrating potential and lamenting failure. When the question of our own academic biographies intersects with questions of women’s entry into the world of employment and education more generally, questions of potential can quickly become problematic – even recast as feminist failure.  As Angela McRobbie highlights in the Aftermath of Feminism, women’s entry into the workforce, as beneficiaries of and achievers in education, has become a sign of ‘arrival’, that she has found her place in a (post)feminist world. But she can also go ‘too far’ and (some) women’s achievement has also been seen as a cause and symptom of a male-underachievement and ‘crisis of masculinity’ (even with his pay differential).

In presenting, I hoped to remind everyone of this story beyond me, even as I placed my report cards on the floor, in the group circle; as we report on feminist potential (and failure) we must, of course, move beyond our own stories. But here is mine: I rediscovered my school report cards, held as valued and treasured objects, even though what they conveyed on the pages was frequently a ‘failure’ rather than a ‘success’. In reading these educational (mis)representations of me, my initial curiosity moved to an anger and even dismay as I realized the emotional (and material) pull these stories still had for me as an adult.

I am deeply skeptical of the story of meritocratic promise, of working really hard (and, romantically, ‘against all the odds’) and so I certainly didn’t want to convey a problematic beginning, transformed by an educational ‘becoming’. Instead, I wanted to query these official stories, which seem profoundly marked by classed and gendered terms and anticipated trajectories. My own reports are littered with ‘lapses into idle chatter’, of being ‘easily distracted’ and rather ‘slap dash’ in approach: the phrase ‘continual underachievement’ is, for one subject, underlined and in my physical education report a rather harsh judgment is made that I have, in fact, ‘not mastered the basic skills’ (of badminton).

So, when the ‘girl with potential’ becomes celebrated, anticipated and lamented, as a sign of feminist future/failure, we need to be attentive to the re-birthing and recirculation of enduring inequalities, so as to report feminist potential for everyone.

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‘The Unequal Academy’ : a one day conference to explore gender inequality in academia

Women’s under-representation in education settings, and especially in their more powerful or influential posts is well established. In 27 countries of the European Union women occupy just only 20 per cent of A grade (full professor) (She Figures, 2012). In UK universities, men outnumber women by a margin of four to one in senior academic positions while women are over-represented in lower teaching grades and temporary research positions (Morley, 1999; Bagilhole, 2002). The under-representation of women within the academy extends to editorial board memberships (Metz & Harzing, 2009) and research funding bodies (European Commission, 2008). Finally, of the 24 research-intensive universities comprising the Russell group, only one namely, The University of Manchester is led by a woman.

global gender index
global gender index

These gender differences are even more pronounced in science and technology as the Times Higher Education’s Global Gender Index shows (Times Higher Education) but these differences are also evident in business and management schools. In my recent article I have analysed the data from the top 10 business schools around the world using the Financial Times rankings to show that women rarely exceed more than a quarter of all academic staff and that their representation in leadership positions is even lower (Fotaki, 2013). However, statistics do not show the informal processes of exclusion, devaluation, and marginalization that constitute major impediments to women faculty members’ achievements. These strike at the very heart of the academic enterprise, posing questions about the gendering of meritocracy. The absence of women from senior roles in management education settings may also have a potentially detrimental impact on promoting different role models for future operatives and leaders.

The dramatic increase of numbers of students and university lecturers in higher education, and management schools in the UK in particular, has hardly altered the nature of gendered work relations in the university. The majority of women academics occupy lower-paid teaching posts and temporary research positions and their unequal pay and career prospects are well documented. Gender inequalities and various forms of discrimination are also experienced by students at undergraduate and postgraduate levels. For example, women remain a minority on MBA courses, and there are very few programmes aiming to develop female business leaders (Ibeh et al., 2008).

Gender discrimination is culturally embedded and ideologically-informed stereotypes prove particularly difficult to shift. Researchers indicate how ‘feminine’ roles from outside professional life seem to continue to disadvantage women’s careers, and how their careers limit their personal life choices. However, complex considerations affecting women’s position in academia extend beyond marital status and the presence or absence of children or the existence of institutional policies aiming to promote gender diversity. Since gender stereotypes are ideological and prescriptive, their influence on academic employment processes is unlikely to diminish simply with the passage of time or with accumulating evidence of women’s capabilities. Women’s relative absence from senior academic positions is not simply a result of poor policy or erratic implementation, but a deep-seated issue requiring cultural and generational change.

Tomorrow’s one day research conference  – ‘The Unequal Academy’  – will explore these issues, bringing together scholars from across a range of disiplinies and institutions to interrogate the nature and effect of these gender inequalities within academies. The aims of the one-day conference are:

(i)                 To examine in-depth the causes of such discrimination from a comparative perspective by drawing on a variety of theoretical approaches and empirical evidence;

(ii)               To understand the reasons for discrepancy between university policies which are aimed to preclude discrimination and the lived experiences of women

(iii)             To propose evidence-based ways of counteracting this phenomenon.

Speakers include: Prof Mary Evans London School of Economics and Political Science, Prof Rosalind Gill Kings College London, Prof Valerie Hey Sussex University, Prof Rosemary Deem Royal Holloway University of London, Prof Helen Gunter University of Manchester and Prof Marianna Fotaki Manchester Business School.

The event, sponsored by Jean Monet Interdisciplinary Research Centre, is organised on 5th of June in Manchester Business School Manchester Business School (MBS West room 3.97 9.30-17.30). Attendance is free but registration is required –please contact Sophie.Thomas@mbs.ac.uk to book your place!

The event is organised by Marianna Fotaki, Professor in Health Policy, Organisation Theory and Ethics in People Management and Organisations Division, Manchester Business School, The University of Manchester. Marianna.Fotaki@mbs.ac.uk

References

Bagilhole, B. (2002). Challenging equal opportunities: Changing and adapting male hegemony in academia. British Journal of Sociology of Education, 23, 1, 19-33.

European Commission (2012). She Figures. Women and Science. Statistics and Indicators. Luxembourg: Office for Official Publications of the European Communities.

European Commission (2008). Mapping the Maze: Getting More Women to the Top in Research. Luxembourg: Office for Official Publications of the European Communities.

Fotaki, M. (2013). No woman is like a man (in academia): The masculine symbolic order and the unwanted female body. Organization Studies (forthcoming)

Ibeh, K., Carter, S., Poff, D. & Hamill, J. ‘How focused are the world’s top rated business schools on educating women for global management?, Journal of Business Ethics, 2008, 83:65–83.

Morley, L. (1999). Organising Feminisms: the Micro-politics of the Academy, Basingstoke, McMillan.

Times Higher Education, (2013) The Global Gender Index published on 2nd May 2013.

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A report from from the BSA’s Young Masculinities one-day seminar

A report from from the BSA’s Young Masculinities one-day seminar

On Friday the 2nd of November, in an event entitled Young Masculinities: Challenges, Changes and Transitions the British Sociological Association’s Youth Study Group turned their attention to masculinities, an area receiving ever increasing academic attention in light of both the concerns of ‘the problem with boys’ as well as shifts within contemporary theories of masculinity. These shifting theories of masculinity have been usefully brought together in relation to education in particular in a recent article in Gender and Education by Chris Haywood and Máirtín Mac an Ghaill (October 2012), who suggest that “studies of masculinity in education are reconsidering how masculinity is being constituted” (2012: 580). Thus, while researchers within the field of gender and education have had masculinity as a central site of analysis for some time, in the case of the BSA’s Youth Study Group, masculinity has been noticeably absent as Steve Roberts, the group’s co-organiser remarked when opening the seminar. Although education acted as an investigatory location for some of the papers (Cann, Ingram, Kehler, Schalet), education as a specific avenue of investigation for young masculinities was interestingly not at the forefront of the papers being given. Forms of education could nonetheless be observed in the papers offered, with young men learning about acceptable forms of cultural consumption, learning about codes of conduct within particular subcultural contexts, learning to regulate themselves, and applying what it means to be a ‘man’ in transition(s) to the work place. The relationship between education and young men was therefore located, in most of the papers, at the level of social and cultural practice rather than at a formal or institutional level. Continue Reading

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The Feminist Library presents ‘Women’s Studies Without Walls’ weekend – 19th and 20th January

The Feminist Library presents ‘Women’s Studies Without Walls’ weekend – 19th and 20th January

By Ruth Nicholson, Structured Volunteer at The Feminist Library and member of the organising committee of the ‘Women’s Studies Without Walls’ Continue Reading

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GEA 2013: Compelling Diversities, Educational Intersections: Policy, Practice, Parity

GEA 2013: Compelling Diversities, Educational Intersections: Policy, Practice, Parity

Gender and Education Association Biennial Conference 2013

Weeks Centre for Social and Policy Research, London South Bank University

Tuesday 23rd- Friday 26th April 2013

 

Confirmed keynote speakers:

- Prof. Lisa Adkins, University of Newcastle, Australia (What Do Wages Do? Feminist Theory After the Financial Crisis)

- Prof. Val Gillies, Weeks Centre, LSBU (From Baby Brain to Conduct Disorder: the New Determinism in the Classroom)

- Bidisha: From Eastern Primitivism to Western Decadence? Overcoming the Notion of Cultural Differences in Gender, Race and Class Politics

 

Plenary Panel:

- Dr Tracey Reynolds, Weeks Centre for Social and Policy Research, LSBU

- Dr Jin Haritaworn, Helsinki Collegium for Advanced Studies

- Dr Kay Inckle, Trinity College Dublin

- Dr Jayne Osgood, London Metropolitan University

- Dr Vanita Sundaram, University of York

 

Performance:

- Dr Claudia Brazzle, Liverpool Hope University

- Teddy Nygh, Director of Riot From Wrong and Co-Founder of Fully Focused

 

The ninth international Gender and Education Association conference, Compelling Diversities, Educational Intersections hosted by the Weeks Centre for Social and Policy Research, engages with key debates surrounding the interplay between dynamics of education, work, employment and society in the context of crisis, upheaval and cutbacks, which reconfigure axes of intersectional inequalities. In considering diversity in education, this conference will explore the relationship between new equality regimes and continued educational inequalities, exploring organisational ambivalence, change and resistance. It will ask important questions about the role of feminist research at a time when education, and its variously placed subjects (academics, pupils, students, and policy makers), wrestle with the commitments and contentions in doing diversity and being diverse.

 

Book your place

If you are paying by debit or credit card, please book online using Eventbrite at http://www.eventbrite.co.uk/event/4743075667

If you wish to receive an invoice or have any queries, please email enterprise-events@lsbu.ac.uk

 

Conference Fee

£380 – Standard conference booking fee – Member*

£420 – Standard conference booking fee – Non-member

£150 – Standard day rate

 

* To obtain your discount code, necessary for member discount, please contact Alice Jesmont (a.jesmont@lancaster.ac.uk)

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Gender and Education Association

  • Promoting feminist scholarship and practice in gender and education internationally, nationally and locally
  • Providing an influential feminist voice
  • Promoting and problematising knowledge on gender and education
  • Encouraging teaching, learning, research and publication on gender and education
  • Providing a source of expertise and knowledge for policy makers
  • Creating networks to facilitate the exchange of information between our members.

Upcoming Events

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