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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: 10 December 2014
Notification for successful submissions: 31 January 2015 

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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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Seven Psychopaths: a guys-with-guns film with progressive politics?

Seven Psychopaths: a guys-with-guns film with progressive politics?

I’ve been drowning under work so haven’t posted for a while but I was inspired to put fingers to keyboard in response to seeing Martin McDonagh‘s film  Seven Psychopaths – a shootem-up film with just enough of a difference to make it worthy of post. It’s the kind of film that I usually avoid but a trailer in which Christopher Walken’s character quotes from Ghandi and an interview with writer-director McDonagh in the Guardian made me give it a go. I’m really glad I did because as well as being really entertaining it made me think, so in this post I ask how far it’s possible to give such a violent film a progressive gender politics. Continue Reading

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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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