Gender (im)Material: Teaching Bodies and Gender Education

THE purpose of this paper is to insist on the sexed and gendered teaching body as ‘material’ to curriculum for gender education and gender equity in classrooms. It is not simply that the body of the teacher refuses to be excised, despite educational traditions of appealing to the mind as ‘above’ and transcending the body. It is that the sexed and gendered body of the teacher, male as well as female, must be the focus of more than censure if gender education projects are to be effective in generating useful pedagogical tools. In the paper, I give two reasons why the curriculum kit has been so visible and the teaching body so invisible. The first is the propensity of funding institutions to see a tangible ‘project’ such as a kit as the appropriate outcome of curriculum initiatives. The second is the ambivalence of many feminist educators about issues of bodily desire and pleasure in the context of a patriarchal society and culture.

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Sex and gender differences in nutrition research: considerations with the transgender and gender nonconforming population

Nutrition Journal ◽

10.1186/s12937-021-00662-z ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Whitney Linsenmeyer ◽

Jennifer Waters

Keyword(s):

Gender Equity ◽

The Body ◽

Sex And Gender ◽

Validity And Reliability ◽

Nutrition Interventions ◽

Step Method ◽

Gender Nonconforming ◽

Nutrition Research ◽

Surveillance Programs ◽

And Gender

AbstractA sex- and gender-informed approach to study design, analysis and reporting has particular relevance to the transgender and gender nonconforming population (TGNC) where sex and gender identity differ. Notable research gaps persist related to dietary intake, validity and reliability of nutrition assessment methods, and nutrition interventions with TGNC populations. This is due in part to the conflation of sex and gender into one binary category (male or female) in many nutrition surveillance programs worldwide. Adoption of the Sex and Gender Equity In Research (SAGER) guidelines and the two-step method of querying sex and gender has the potential to exponentially increase the body of research related to TGNC health.

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Conference Baby: Gendered Bodies, Knowledge, and Re/Turning to Academia

Qualitative Inquiry ◽

10.1177/1077800417752441 ◽

2018 ◽

Vol 25 (2) ◽

pp. 160-162 ◽

Cited By ~ 5

Author(s):

Briony Lipton

Keyword(s):

Gender Equity ◽

The Body ◽

Academic Socialization ◽

Reproductive Labor ◽

Academic Cultures ◽

Academic Conference ◽

Norms And Values ◽

Gendered Bodies ◽

And Gender ◽

Work Knowledge

Inspired by children’s nursery rhymes, this research poem is an autoethnographic exploration of the processes of bodily learning that takes place in the neoliberal university and what it is like to bring a baby along to a conference. The academic conference is a key site for academic socialization and the passing on of norms and values. In focusing on the body pedagogics of the academic conference, this poem reveals how different discourses of academic work, knowledge, and gender equity are communicated through bodies and become naturalized in academic cultures and values. It also rethinks the division between productive and reproductive labor when returning to academia.

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Burnout of the Mind – Burnout of the Body?

Journal of Psychophysiology ◽

10.1027/0269-8803/a000182 ◽

2018 ◽

Vol 32 (1) ◽

pp. 30-42 ◽

Cited By ~ 2

Author(s):

Claudia Traunmüller ◽

Kerstin Gaisbachgrabner ◽

Helmut Karl Lackner ◽

Andreas R. Schwerdtfeger

Keyword(s):

Blood Pressure ◽

Allostatic Load ◽

Maslach Burnout Inventory ◽

The Body ◽

Lower Percentage ◽

Control Group ◽

Urinary Catecholamines ◽

Morning Cortisol ◽

The Mind ◽

Cortisol Increase

Abstract. In the present paper we investigate whether patients with a clinical diagnosis of burnout show physiological signs of burden across multiple physiological systems referred to as allostatic load (AL). Measures of the sympathetic-adrenergic-medullary (SAM) axis and the hypothalamic-pituitary-adrenal (HPA) axis were assessed. We examined patients who had been diagnosed with burnout by their physicians (n = 32) and were also identified as burnout patients based on their score in the Maslach Burnout Inventory-General Survey (MBI-GS) and compared them with a nonclinical control group (n = 19) with regard to indicators of allostatic load (i.e., ambulatory ECG, nocturnal urinary catecholamines, salivary morning cortisol secretion, blood pressure, and waist-to-hip ratio [WHR]). Contrary to expectations, a higher AL index suggesting elevated load in several of the parameters of the HPA and SAM axes was found in the control group but not in the burnout group. The control group showed higher norepinephrine values, higher blood pressure, higher WHR, higher sympathovagal balance, and lower percentage of cortisol increase within the first hour after awakening as compared to the patient group. Burnout was not associated with AL. Results seem to indicate a discrepancy between self-reported burnout symptoms and psychobiological load.

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