MAKING GENDER A SUBJECT OF DISCUSSION - A MISSION (IM) POSSIBLE IN THE 21TH CENTURY?! STUDENTS OF EDUCATIONAL STUDIES AS AN EXAMPLE WITHIN THE CONTEXT OF ACADEMIA
Journal Title: Problems of Education in the 21st Century - Year 2014, Vol 60, Issue 7
Abstract
Higher education is supposed to create open-minded graduates within social topics. General assumptions about educational science transfer a quiet sensitive picture across in particular gender issues and the awareness of gender inequalities. In contrast to other disciplines, scientifc debates about gender issues do have a long tradition, even if not always thematised as such. The curriculum of educational science offers a wide range of so called gender-seminars, where students can spend time on gender related topics and the awareness of gender equality. Women are overrepresented among educational students and regarding to a “new deal for young women” (McRobbie 2009), which may influence the way young woman and men think about the importance of gender-related topics, the question about the relevance of gender and gender issues for the discipline of educational studies often remains vague. According to this following research questions arose: how do students of educational science discuss gender issues, how does a de-articulation form gender issues, and how is rhetoric equality produced among university students of educational science. The data are based on a qualitative empirical survey composed of four group discussions carried out with 14 university students of educational studies from German speaking universities. The aim was to reconstruct and analyse both - an individual and collective - understanding or interpretations regarding gender issues. The fndings of this study have revealed that the reflection of gender issues and talking about gender is somehow caught between gender equality, difference and usurpation. This takes into account the mechanisms and masking effects of neoliberal activation. Deliberations about how educational studies can handle these challenges should imply a gender-reflected understanding of learning and educational processes.
Authors and Affiliations
Sabine Klinger, Ines Findenig
Keywords
Related Articles
- EP ID EP35333
- DOI -
- Views 243
- Downloads 0
INTEGRATING VULNERABLE AND MARGINALIZED GROUPS INTO VOCATIONAL EDUCATION AND TRAINING THROUGH INNOVATIVE SOLUTIONS
There is high (youth) unemployment in several EU countries. These present the latest examples from e.g. Greece, Spain or Italy. Other countries such as Germany or Austria are suffering a brain drain, and consequent dep...
EDUCATIONAL INTERVISION: THEORY AND PRACTICE
Teachers are confronted with challenges, which are of individual and organizational character (in classroom, in educational purposes, in groups and institutional structures). Therefore, they need assistance to fnd solu...
ON SYNERGIES AND CONFLICTS BETWEEN THE SUSTAINABLE DEVELOPMENT GOALS (2016-2030) AND RENEWABLE ENERGY SOURCES FOR EDUCATION OF AND BY SUSTAINABILITY
In September 2015 the United Nations (UN) accepted the Sustainable Development Goals (2016-2030) for mankind, including 17 Goals and 169 detailed Targets. Sustainability is understood in the wider sense by the document,...
RAMIFICATIONS OF QUANTUM PHYSICS FOR EDUCATION
The purpose of this study is to understand whether the developments in physics, particularly in quantum theory, can have an impact on education. Throughout the research a mixed method strategy was used. Previously, we...
THE MAIN FACTORS OF GRADUATES’ SATISFACTION WITH THE PROFES-SION "PSYCHOLOGIST"
In the article we deal with the substantiating of the urgent problem of a psychologist’s satisfaction with the profession and the professional competence of a graduate. The basic theoretical approaches to the researching...