Join The GEA!

Formally established in 2002 (and launched on International Women’s Day that year), the Gender and Education Association (GEA) works to challenge and eradicate sexism and gender inequality within and through education. GEA is based in the UK, but has an Executive Committee with representation from other parts of the world and hundreds of international members.
The [...]

CALL FOR PAPERS

We are pleased to announce the following calls for papers; all three are fantastic opportunities and promise to be exciting events!
 

1. Neoliberalism, work and gender education (deadline for abstracts is  6 July)

 NGEW FINAL CALL WITH EXTENSION FOR GEA

2. Distance learning (deadline for abstracts is 10 July)

 CFP DE FINAL WITH EXTENTION FOR GEA

3. Theorising curriculum in [...]

Boffins and geeks: geek or chic?

The labels swot, ear ’ole, boffin, keeno, geek and nerd resonate meaningfully across generations of school-goers and echo through the terrains of popular culture. Our Gender and Education viewpoint started life as a conversation about our own research into how such identities are imagined and lived. We wondered: Has ‘the rise of the nerd’ meant [...]

Female Paths to Adulthood in a Country of ‘Genderless Gender’

As a researcher, there are situations when some discussions with interviewees or colleagues start to tickle our brains and cry out for getting analysed and reanalysed. For me one such discussion took place in an interview with Salla and Kristiina, two high achieving working class girls in upper secondary school. They reflected that they are [...]

Gender representation and social justice: Ideology, methodology and smoke-screens

This article in Gender and Education 27.3 was born out of a commitment to contribute to the United Nations Millennium Goals related to gender equality. The commitment was not only mine as author, but also that of the organisations which sponsored and supported the research. The South African President of the Commonwealth Council for Educational [...]

Catholic Daughters: the Mother Daughter Nexus

For my PhD research on the Catholic mother-daughter relationship I decided to  turn the analytical lens on myself.  I discussed the idea with a friend, who suggested examining the mother-daughter relationship. I phoned my mother and asked her what she thought. Her reply was, “Wouldn’t you rather get married instead?”  This reply cemented the idea [...]

Shaping Futures and Feminisms: The Qur’anic School in the West African Francophone Novel

Following the intense scrutiny to which Islamic societies and cultures have been subjected in the recent past, I was intrigued by the excessive emphasis on the nexus between terrorism and Islam. In particular, I noticed the suggestion in the media on Islamic schools or madrasas as breeding grounds for terrorism, terrorist thought and ideology. What [...]

Similarities and differences in collegiality / managerialism in Irish and Australian universities

This article developed from collaboration between the authors in late 2008 when Kate was a visiting researcher at the University of Limerick, funded by the Irish Research Council for the Humanities and Social Sciences. At the same time the authors were collaborating in an eight-country study of the Women in Higher Education Management (WHEM) Network [...]

Slippage and/or symbolism: gender, policy and educational governance in Scotland and Sweden

The co-authors of this article have been working together in Sweden (Elisabet Öhrn & Gaby Weiner) and in Scotland (Gaby Weiner & Joan Forbes) for a number of years. The idea for this policy study piece grew from involvement in a project on social and other capitals in independent schooling in Scotland. Gender was found [...]

Gender, community and education: cultures of resistance in Socialist Sunday Schools and Black Supplementary Schools

I started the historical research that is the basis for my article in the upcoming Gender and Education issue (23:6) in 2007. At this time, New Labour’s policy emphasis on ‘empowerment’ through community cohesion, regeneration and community-oriented schools, had attracted significant critique within research literature. Examining New Labour’s policy paradigm, and the schooling practices promoted [...]