scholarly journals Bringing diversity to nature: Politicizing gender, race and class in environmental organizations?

2019 ◽  
Vol 2 (4) ◽  
pp. 874-898 ◽  
Author(s):  
Seema Arora-Jonsson ◽  
Mia Ågren
Keyword(s):  
Gender Equality ◽  
Ethnic Diversity ◽  
Outdoor Recreation ◽  
Organizational Practice ◽  
Environmental Organizations ◽  
Race And Class ◽  
Swedish Society ◽  
And Gender ◽  
Insight Into ◽  
Do So

Environmental organizations play an important role in mainstream debates on nature and in shaping our environments. At a time when environmental NGOs are turning to questions of gender-equality and ethnic diversity, we analyze their possibilities to do so. We argue that attempts at ethnic and cultural diversity in environmental organizations cannot be understood without insight into the conceptualizations of nature and the environment that underpin thinking within the organization. Serious attempts at diversity entail confronting some of the core values on nature-cultures driving the organization as well as understanding the dimensions of power such as class, gender, and race that structure its practices. We study what nature means for one such organization, the Swedish Society for Nature Conservation, and the ways in which thinking about nature dictates organizational practice and sets the boundaries of their work with diversity in their projects on outdoor recreation. We base our analysis on official documents and interviews, analyze how “diversity” and “gender-equality” are represented in the material and reflect on the interconnections as well as the different trajectories taken by the two issues. Our study shows that the organization’s understanding of nature is a central and yet undiscussed determinant of their work with diversity that closes down as much as it opens up the space for greater inclusion of minorities. We argue that for environmental organizations wanting to diversity membership, a discussion of what nature means for people and their relationships to each other and nature is vital to any such efforts.

WPS and Peacekeeping Economies

2018 ◽  
pp. 236-247
Author(s):  
Kathleen M. Jennings
Keyword(s):  
Gender Equality ◽  
Economic Activity ◽  
Dr Congo ◽  
The Everyday ◽  
Peacekeeping Missions ◽  
Political Economic ◽  
The Relationship ◽  
Insight Into ◽  
Rare Opportunity ◽  
Do So

In recent years, scholars have sought to understand the relationship between international interveners and locals within peacekeeping communities. To do so, these scholars explore the everyday encounters between these actors through their interactions in the “peacekeeping economy.” Peacekeeping economy refers to the formal and informal economic activity that would or would not occur at a lower scale and pay-rate, without the presence of international peacekeepers and peace-builders. They are highly gendered in ways that accord to common understandings of “women’s work” and “men’s work.” However, the venues and services of the peacekeeping economy offer the rare opportunity for peacekeepers and “ordinary” locals to meet, transact, and interact in peacekeeping environments. This chapter examines the peacekeeping economies in Liberia and the DR Congo gaining unique insight into how the goals of “protection” and “prevention” are understood and embodied in the largely informal, “everyday” spaces that populate peacekeeping environments. Drawing on these case studies, this chapter argues that the everyday political-economic contexts in which peacekeeping missions unfold challenge the WPS aims of gender equality.

Gendered Activation at the Expense of Gender Equality? Activation and Gender Equality as Competing Logics in the Swedish Welfare State

Affilia ◽  
2021 ◽  
pp. 088610992110459
Author(s):  
Ellen Parsland ◽  
Rickard Ulmestig
Keyword(s):  
Labor Market ◽  
Gender Equality ◽  
Social Insurance ◽  
Welfare States ◽  
Social Insurance System ◽  
Individual Level ◽  
Clear Cut ◽  
Swedish Society ◽  
And Gender ◽  
Labor Market Programs

This study aims to understand how goals of activation and gender equality interact in labor market programs directed towards activating unemployed participants. The study draws on interviews with 28 social workers and managers at four Swedish municipally governed labor market programs typically targeted towards poor, unemployed individuals with little to no attachment to the labor market or social insurance system. Our findings show that activation goals are understood to be clear cut and a dominant logic within the labor market programs. The gender equality goals are understood as fuzzy and subordinate to the activation logic. Our theoretical analysis, based on neo-institutional theory, shows that gendered activation as a hybrid logic is created within the four programs as a means of handling the competing logics of gender equality and activation. Gendered activation may be reasonable on an individual level, where women in long-term unemployment can sustain a higher income through work and become financially independent. In the context of the gender segregated labor market, gendered activation reproduces gendered inequalities when an increasing interest for activation policy among welfare states overshadows claims of gender equality. Furthermore, our study exemplifies the systemic reproduction of racist discourse within social- and labour market policies. Within the logic of gendered activation, migrant women become singled out as specifically problematic for Swedish society to handle when unemployment is given gendered and cultural explanations. Through the logic of gendered activation, gender equality goals become no-matter-what employment rather than employment leading to equal outcomes.

scholarly journals European Muslim Youth and Gender (in)Equality Discourse: Towards a More Critical Academic Inquiry

2021 ◽  
Vol 10 (4) ◽  
pp. 133
Author(s):  
Colleen Boland
Keyword(s):  
Gender Equality ◽  
Power Relations ◽  
Muslim Women ◽  
Religious Fundamentalism ◽  
Structural Inequality ◽  
Race And Class ◽  
Religious Difference ◽  
Muslim Youth ◽  
Or Practice ◽  
And Gender

In Europe, gender equality can be framed as a secular value, juxtaposed against affiliation with and practice of Islam. Academic and public debate has either given special attention to the spread of religious fundamentalism in Europe, or to the way Muslim women dress, citing how both purportedly jeopardize gender equality. This is despite findings that a link between gender equality and religiosity or practice of Islam is neither inherent nor circumscribed. Moreover, it is possible to demonstrate that such discourse rests on implicitly racialized conceptualizations of the Muslim “other”. Meanwhile, Muslim youth in particular are benchmarked against these imagined standards of gender equality, as compared with non-Muslim peers. This work examines ways in which normative secular frameworks and discourses, taking ownership of gender equality narratives, have shaped Europe’s academic inquiry regarding Muslim youth. It notes what is absent in this inquiry, including intersections of race and class, which remain divorced from the limited conversation on gender and religious difference. A reflexive, intersectional approach to this discussion, conscious of the importance of embedded racial or structural inequality and what is absent in current inquiry, better serves in understanding and navigating power relations that ultimately contribute to multiple exclusion of these youth.

Transparency in Academic Recruitment: A Problematic Tool for Gender Equality?

2010 ◽  
Vol 31 (11) ◽  
pp. 1459-1483 ◽  
Author(s):  
Marieke van den Brink ◽  
Yvonne Benschop ◽  
Willy Jansen
Keyword(s):  
Gender Equality ◽  
Organization Theory ◽  
Qualitative Content Analysis ◽  
Selection Processes ◽  
Gender Practices ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Recruitment And Selection ◽  
Insight Into ◽  
Transparency And Accountability

Gender research has made a call for more transparency and accountability in academic recruitment and selection in order to overcome the inequality practices that have led to an underrepresentation of women among full professors. This paper provides insight into the multiple ways in which the notions of transparency and accountability are put into practice in academic recruitment and selection, and how this has enhanced — or hindered — gender equality. The methods employed consist of a qualitative content analysis of seven recruitment and selection protocols, interviews with 64 committee members, and an analysis of 971 appointment reports of full professors in the Netherlands. Our analysis contributes to the study of organizations in three respects. First, it shows that recruitment and selection processes are characterized by bounded transparency and limited accountability at best. Second, it explains that the protocols that should ensure transparency and accountability remain paper tigresses, because of the micropolitics and gender practices that are part and parcel of recruitment and selection. Third, it contributes to gender equality theory in organization theory by showing how a myriad of gender practices simultaneously increases and counteracts gender equality measures in academia.

scholarly journals You Can’t Give What You Don’t Have: Intervention Agencies and Gender Dynamics in Beneficiary Communities

2020 ◽  
Vol 3 (2) ◽  
pp. p87
Author(s):  
Demola Akinyoade ◽  
Bosede Awodola ◽  
Adeola Ogunrin
Keyword(s):  
Gender Equality ◽  
Niger Delta ◽  
Study Data ◽  
Institutional Capacity ◽  
Gender Dynamics ◽  
And Gender ◽  
Reproductive Activities ◽  
The Impact ◽  
Do So

Interventions are meant to improve people’s lives; however, they can fail to do so and at times even worsen situations. Gender equality is one area that needs improvement in societies, but which interventions can inadvertently impact upon negatively. The study assessed the impact of the Niger Delta Development Commission’s (NDDC) interventions on gender dynamics in Odi Community. A case study design was adopted for the study. Data collection and analyses were iterative. Findings showed that although gender sensitivity is articulated in the mandate of the Commission, however, the NDDC lacks institutional capacity for it. Hence, it did not appropriately mainstream gender in its interventions, and thus, impacted gender relations negatively. This it did by inadvertently entrenching traditional power disequilibrium and gender roles between females and males. Also, it did not include women in its community engagement meetings and unconsciously allocated more financial resources to males. Finally, the Commission did not make provision for women’s needs to encourage women participation and entrenched women’s traditional reproductive activities. It takes more than policy to make intervention agencies to support gender equality: institutional capacity and sensitivity are required.

scholarly journals Etnisitet, rasisme og interseksjonalitet

2021 ◽  
pp. 153-188
Author(s):  
Øystein Gullvåg Holter ◽  
Lotta Snickare
Keyword(s):  
Gender Equality ◽  
Skin Color ◽  
Ethnic Background ◽  
Starting Point ◽  
Different Dimensions ◽  
Primary Focus ◽  
And Gender ◽  
The University ◽  
Insight Into ◽  
Empirical Material

Abstract: Ethnicity, Racism and Intersectionality Research on discrimination and the effect of work towards equal status are significantly more advanced in academia in relation to gender than other forms of discrimination. A relevant question is the extent to which analyses and work toward gender equality can contribute to advancing equality in other areas including ethnic background and skin color. And conversely: What can insight into discrimination on the basis of ethnicity bring to work on gender equality? This is the starting point for a review of the ethnic dimension of the FRONT survey’s empirical material. In this chapter the university is seen as an international workplace, hence the extent to which relations within the work environment and professional culture are influenced by ethnic background is queried. The primary focus of the review is ethnicity, but the chapter also discusses how different dimensions such as gender, ethnicity and class interrelate. In conclusion, the results are discussed in light of other research on intersectionality, stigmatization and gender roles.

scholarly journals Van typiste naar ingenieur?

2019 ◽  
Vol 8 (2) ◽  
pp. 248-269
Author(s):  
Dietha Koster ◽  
Chiara Iding
Keyword(s):  
Language Learning ◽  
Gender Equality ◽  
English Language ◽  
Language Education ◽  
Interesting Case ◽  
Future Studies ◽  
Gender Neutral ◽  
And Gender ◽  
Pictorial Representations ◽  
Do So

Abstract Studies on English language learning materials indicate that women are underrepresented and often appear in low-status professions, though gender equality increases within the last decade (Sunderland, 2015). To what degree does this finding apply for textbooks for learners of Dutch as a Second Language (DSL)? To our knowledge, there are no studies into gender and profession in DSL materials. Dutch however, constitutes an interesting case as both female, male and ‘gender neutral’ professional role nouns exist, while their use is not formally regulated. We systematically analyzed textual and pictorial representations of female and male professionals in textbook chapters about work in fifteen DSL textbooks published within the last 50 years. We drew on quantitative (e.g., number of fe/male and ‘gender neutral’ professional names; instances of male generics and firstness; number of depicted wo/men) and qualitative (e.g., nature of the most frequent professional names; categorization of textbook images) methods to do so. Results show that women are not underrepresented in dialogues and pictures, but that dialogue themes are unequally divided over women and men. Moreover, women are backgrounded through male generics and male firstness and female professional names appear less frequently than male names. Women are also described in gender typical roles, whereas men are not. This holds for both older (1974–2009) and recent textbooks (2011–2017). Overall, more ‘gender neutral’ nouns refer to men in the corpus, but they are used more frequently to refer to women within the last decade. Future studies should address the present theme from psycholinguistic and classroom discourse perspectives and consider additional analytical domains (e.g. chapters about family) and foci (e.g. analyses of verbs associated with wo/men). We discuss pedagogical implications (e.g., screen materials for male firstness; describe women in a greater variety of roles; reverse gender roles in class) for those with concern for gender equality in language education.

Every Detail Counts: Robert Stoller, Perversion and the Production of Pornography

2020 ◽  
Vol 22 (1) ◽  
pp. 35-52
Author(s):  
Jeffrey Escoffier
Keyword(s):  
Film Industry ◽  
Ethnographic Study ◽  
Systematic Method ◽  
Body Of Knowledge ◽  
Sexuality And Gender ◽  
Pornographic Film ◽  
And Gender ◽  
Do So

After the publication of his pioneering book Sexual Excitement in 1979, Robert Stoller devoted the last 12 years of his life to the study of the pornographic film industry. To do so, he conducted an ethnographic study of people working in the industry in order to find out how it produced ‘perverse fantasies’ that successfully communicated sexual excitement to other people. In the course of his investigation he observed and interviewed those involved in the making of pornographic films. He hypothesized that the ‘scenarios’ developed and performed by people in the porn industry were based on their own perverse fantasies and their frustrations, injuries and conflicts over sexuality and gender; and that the porn industry had developed a systematic method and accumulated a sophisticated body of knowledge about the production of sexual excitement. This paper explores Stoller's theses and shows how they fared in his investigation.

Evaluation of Writing Assignments

2017 ◽  
Vol 6 (2) ◽  
pp. 214
Author(s):  
Anita Jokić
Keyword(s):  
Standardized Tests ◽  
Teaching And Learning ◽  
Task Completion ◽  
Writing Assignments ◽  
Listening Skill ◽  
Job Application ◽  
Written Assignments ◽  
Insight Into ◽  
Teacher’S Responsibilities ◽  
Do So

Teaching English as a foreign language is now one of the most important subjects in Croatian secondary schools since English is one of the three obligatory subjects at 'matura' - standardized tests which the seniors need to pass to graduate. Writing is one of the three parts of the EL exam, the other two being listening and reading. When learning a language, students start from listening skill, move on to speaking and reading and finally to most difficult skill to master: writing. Teaching and learning writing faces a lot of challenges since it requires a lot of time to practice and even more to evaluate and monitor progress. Teacher's responsibilities are to regularly provide opportunities to write, encourage students to learn from their mistakes and promote their success. In order to do so, students should be given clear instructions on evaluation/assessment and concise feedback. Since grading written assignments takes up a lot of time, the author proposes rubrics which can be used to assess various types of writing taught at secondary level (description of place/event/person, letters of complaint, job application, invitation, discursive/opinion/for-and-against essay etc.). Author suggests four fixed rubrics and subdivisions: Task completion, Cohesion / coherence, Grammar and Vocabulary. All rubrics and subdivisions are described in the paper. A survey was also conducted on a sample of 140 students and has given an insight into students’ opinion on importance of assessment and feedback and its influence on their progress.

The Subaltern Speak- A Study On The Culture Of The Arunachalis With Special Reference To Mamang Dai’s The Legends Of Pensam

2019 ◽  
Vol 5 (4) ◽  
pp. 14-20
Author(s):  
Ms. Cheryl Antonette Dumenil ◽  
Dr. Cheryl Davis
Keyword(s):  
Special Reference ◽  
Small World ◽  
Natural World ◽  
Arunachal Pradesh ◽  
North East India ◽  
North East ◽  
Shared History ◽  
History Of ◽  
And Gender ◽  
Insight Into

North- East India is an under veiled region with an awe-inspiring landscape, different groups of ethnic people, their culture and heritage. Contemporary writers from this region aspire towards a vision outside the tapered ethnic channel, and they represent a shared history. In their writings, the cultural memory is showcased, and the intensity of feeling overflows the labour of technique and craft. Mamang Dai presents a rare glimpse into the ecology, culture, life of the tribal people and history of the land of the dawn-lit mountains, Arunachal Pradesh, through her novel The Legends of Pensam. The word ‘Pensam’ in the title means ‘in-between’,  but it may also be interpreted as ‘the hidden spaces of the heart’. This is a small world where anything can happen. Being adherents of the animistic faith, the tribes here believe in co-existence with the natural world along with the presence of spirits in their forests and rivers. This paper attempts to draw an insight into the culture and gender of the Arunachalis with special reference to The Legends of Pensam by Mamang Dai.

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