Teacher stories of collusion and transformation: a feminist pedagogical framework and meta‐language for cultural gender justice

2008 ◽  
Vol 23 (4) ◽  
pp. 343-357 ◽  
Author(s):  
Amanda Keddie
Keyword(s):  
Gender Justice ◽  
Teacher Stories ◽  
Pedagogical Framework

Teaching for Gender Justice

2007 ◽  
Vol 51 (2) ◽  
pp. 205-219 ◽  
Author(s):  
Amanda Keddie ◽  
Martin Mills
Keyword(s):  
Gender Equity ◽  
Secondary Teachers ◽  
The Other ◽  
Gender Justice ◽  
Teacher Stories ◽  
Gender And Education ◽  
Education Agenda ◽  
The One ◽  
Transformative Approach ◽  
Equity Concern

Since the mid 1990s ‘boys' as an equity concern have come to dominate the gender and education agenda in many countries. This has been particularly the case in Australia where substantial funding has been invested in research to investigate boys' issues, into a federal parliamentary inquiry into boys' education and into schools that have a particular focus on improving boys' education. The discourses that work to construct boys as an equity concern have had differing impacts upon teachers' philosophies and practices in relation to boys' education. In this paper we locate two teacher stories within the context of broader gender equity discourses in Australia. Against a backdrop that attempts to articulate the primary concerns of two secondary teachers in relation to effectively teaching boys, the stories explore implications for gender justice that can be associated with, on the one hand, an affirmative approach, and on the other, a transformative approach to issues of boys and schooling.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

Women's Activism, Feminism, and Social Justice

2019 ◽  
Author(s):  
Margaret A. McLaren
Keyword(s):  
Social Justice ◽  
Social Activism ◽  
Cultural Imperialism ◽  
Gender Justice ◽  
Women's Activism ◽  
Political Responsibility ◽  
Economic Exploitation ◽  
Wide Range ◽  
Relational Framework ◽  
Individual Success

Informed by practices of women’s activism in India, this book proposes a feminist social justice framework to address the wide range of issues women face globally, including economic exploitation; sexist oppression; racial, ethnic, and caste oppression; and cultural imperialism. The feminist social justice framework provides an alternative to mainstream philosophical frameworks that analyze and promote gender justice globally: universal human rights, economic projects such as microfinance, and cosmopolitanism. These frameworks share a commitment to individualism and abstract universalism that underlie certain liberal and neoliberal approaches to justice. Arguing that these frameworks emphasize individualism over interdependence, similarity over diversity, and individual success over collective capacity, McLaren draws on the work of Rabindranath Tagore to develop the concept of relational cosmopolitanism. Relational cosmopolitanism prioritizes our connections, while acknowledging power differences. Extending Iris Young’s theory of political responsibility, McLaren shows how Fair Trade connects to the economic solidarity movement. The Self-Employed Women’s Association and MarketPlace India empower women through access to livelihoods as well as fostering leadership capabilities that allow them to challenge structural injustice through political and social activism. Their struggles to resist economic exploitation and gender oppression through collective action show the importance of challenging individualist approaches to achieving gender justice. The book concludes with a call for a shift in our thinking and practice toward reimagining the possibilities for justice from a relational framework, from independence to interdependence, from identity to intersectionality, and from interest to sociopolitical imagination.

Gender and judging at the International Criminal Court: Lessons from ‘feminist judgment projects’

2020 ◽  
pp. 1-18
Author(s):  
Rosemary Grey ◽  
Kcasey McLoughlin ◽  
Louise Chappell
Keyword(s):  
International Criminal Court ◽  
Final Section ◽  
International Criminal ◽  
Criminal Court ◽  
Gender Justice ◽  
Gender Analysis ◽  
Male And Female ◽  
The Law ◽  
And Shifts ◽  
Law Making

Abstract To date, analyses of gender justice at the International Criminal Court (ICC) have focused primarily on critiques of, and shifts within, the Office of the Prosecutor. This article takes a different approach by focusing on the ICC’s judiciary. We being by arguing that state parties can and should do more than electing a balance of male and female judges – they can also ensure gender-sensitivity on the Bench by supporting candidates with expertise in gender analysis, and by backing judges who bring a feminist approach to their work once elected. Next, we explain the concept of the ‘feminist judgment-writing’ and suggest that this method offers a useful framework for embedding gender-sensitive judging at the ICC. To illustrate this argument, we highlight opportunities for ICC judges to engage in gender-sensitive judging in relation to interpreting the law, making findings of fact, and deciding procedural questions. The final section of the article discusses how best to institutionalize the practice of gender-sensitive judging at the ICC.

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