Rethinking Gendered Regulations and Resistances in Education
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Higher Education
| Author: | ISBN: | 9781317978220 | |
| Publisher: | Taylor and Francis | Publication: | June 11, 2014 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781317978220 |
| Publisher: | Taylor and Francis |
| Publication: | June 11, 2014 |
| Imprint: | Routledge |
| Language: | English |
Rethinking Gendered Regulations and Resistances in Education highlights key debates on the theme of ‘regulation and resistance’, focusing on some of the most pressing contemporary issues in the field of gender and education today. It underlines the need for educational research to attend to historical and psychosocial specificity, chart local complexity and global disparity, de-colonise our Euro-western-centered gender analysis, and consistently engage with the economic and policy domains of education as researchers and practitioners, if we are to effectively tackle the diversity and complexity of gender equality issues in education.
Chapters in this collection showcase some of the varied and wide-ranging theoretical approaches at play in current gender and education scholarship, and raise questions about the types of research methods that can open up new ways of documenting processes of social and subjective struggle and transformation in education. It stimulates important thinking about what has been, what is and what can be, as we face the future of gender and educational engagement, struggle and debate.
This book was originally published as a special issue of Gender and Education.
Rethinking Gendered Regulations and Resistances in Education highlights key debates on the theme of ‘regulation and resistance’, focusing on some of the most pressing contemporary issues in the field of gender and education today. It underlines the need for educational research to attend to historical and psychosocial specificity, chart local complexity and global disparity, de-colonise our Euro-western-centered gender analysis, and consistently engage with the economic and policy domains of education as researchers and practitioners, if we are to effectively tackle the diversity and complexity of gender equality issues in education.
Chapters in this collection showcase some of the varied and wide-ranging theoretical approaches at play in current gender and education scholarship, and raise questions about the types of research methods that can open up new ways of documenting processes of social and subjective struggle and transformation in education. It stimulates important thinking about what has been, what is and what can be, as we face the future of gender and educational engagement, struggle and debate.
This book was originally published as a special issue of Gender and Education.
