Journal articles on the topic 'Gender identity in education – Western Australia'
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Gurko, T. A., M. S. Mamikonian, and E. K. Biyzhanova. "THE STUDIES OF GENDER IDEOLOGY OF THE YOUTH: THE REVIEW OF FOREIGN PUBLICATIONS." Sociology of Medicine 17, no. 2 (December 15, 2018): 104–13. http://dx.doi.org/10.18821/1728-2810-2018-17-2-104-113.
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The article presents the results of foreign studies of gender ideology of students for a number of valuable social demographic variables. In the first part of publication the studies describing dynamics of gender ideology in various countries are analyzed. In the process of modernization of the Eastern Asia (China, Taiwan, South Korea, Japan), India and Indonesia female population is involved in work outside of home, a trend of egalitarianisation of gender relationship and spreading of families with two breadwinners. During transition from socialist to liberal states in the countries of the Eastern Europe the impact of religious conservative family’s values on the youth is less significant than that of Western ideas of individualization and permissiveness. In the developed countries (USA, Europe, Australia, Canada) gender revolution resulted in diversity of gender ideologies. At least in the European countries five models are fixed empirically: egalitarian, egalitarian essentialism, intensive parenthood, moderate conservative ideology. The second part of article presents the analysis of studies of attitudes of students in areas of gender and marriage and family relationships carried out in various countries that established that gender and religious identity are the major differentiating variables. The other characteristics such as urban rural origin, structure of parents' family, coeducation and separate education are less significant. The attitudes of the youth concerning social roles of males and females and future marriage are changing effected by peers, mass culture and personal experience. The conclusion is derived that in spite of more conservative attitudes of male youths factually in all countries, a slow convergence of views of male and female youths among well-educated strata. The denominational membership remains the main differential factor
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Nang, Charn, Deborah Hersh, Katie Milton, and Su Re Lau. "The Impact of Stuttering on Development of Self-Identity, Relationships, and Quality of Life in Women Who Stutter." American Journal of Speech-Language Pathology 27, no. 3S (October 19, 2018): 1244–58. http://dx.doi.org/10.1044/2018_ajslp-odc11-17-0201.
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Purpose The experiences of women who stutter have been underresearched. Clinicians have little guidance from the research literature on issues specific to women who stutter and are likely to have less clinical contact with this group than with men who stutter because of the higher prevalence of stuttering in men. This study explored the experiences of a small group of women who stutter with a particular focus on what the main current issues are and how gender may have influenced experiences with stuttering. Method This qualitative study involved recruitment of 9 women who stutter (aged 35–80 years) through a support network of people who stutter in Western Australia. All the women had received some form of speech therapy for stuttering, and they came from diverse cultural backgrounds. Individual, semistructured interviews were conducted, recorded, and transcribed verbatim. Data were managed with NVivo 10, and thematic analysis was used to identify recurring themes across the data. Data were coded independently by the researchers and refined through group discussion. Participants also completed the Overall Assessment of the Speaker's Experience of Stuttering. Results A core theme of “gendered sense of self in society” emerged from the data. This related to 3 broad themes: perceptions of self that were primarily negative, the impact of stuttering on relationships and social connection with others (relationships with family, peers, colleagues, and intimate partners), and the management of stuttering (internal coping, motivations, and experiences with external support). Conclusions Stuttering has a pervasive impact on all aspects of women's lives and affects how they view themselves, their relationships, their career potential, and their perceptions of how others view them in society. The women interviewed in this study often had negative self-perceptions and felt that their quality of life had been impacted by their stuttering. However, the women's stories and experiences of stuttering were shaped by a broader context of perceived sociocultural expectations of females in society. Strong verbal communication was highlighted as a crucial factor in developing identity and forming relationships. This study highlights the need to be aware of the experiences of, and issues facing, women who stutter for clinicians to be more equipped, focused, and successful in their stuttering interventions for women.
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Gerges, Martha, Allan Ben Smith, Ivana Durcinoska, Henry Yan, and Afaf Girgis. "Exploring levels and correlates of health literacy in Arabic and Vietnamese immigrant patients with cancer and their English-speaking counterparts in Australia: a cross-sectional study protocol." BMJ Open 8, no. 7 (July 2018): e021666. http://dx.doi.org/10.1136/bmjopen-2018-021666.
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IntroductionFor immigrants diagnosed with cancer, the stress of a cancer diagnosis and treatment can be amplified by unfamiliarity with the health system, lack of culturally and linguistically appropriate information, and inability to communicate efficiently and accurately with the treating team. Lower levels of health literacy may be one factor underlying poorer outcomes among immigrant patients with cancer, but there have been few studies exploring this issue to date. This study aims to investigate the levels and correlates of health literacy in two immigrant populations affected by cancer and their English-speaking counterparts.Methods and analysisLevels and correlates of health and eHealth literacy will be evaluated using a cross-sectional self-report questionnaire. Eligible, English, Arabic and Vietnamese patients with cancer and survivors (n=50 of each language group) will be invited to complete a questionnaire in their preferred language containing the Health Literacy Questionnaire, the eHealth Literacy Scale and study-specific questions assessing potential correlates of poor health literacy, including gender, age, education level, acculturation into Australian society and number of chronic illnesses.Multivariable logistic regression will be used to identify potential approaches to support effective communication with healthcare providers and preferred methods for assessing patient-reported outcomes (PROs) to support culturally appropriate cancer care.The outcomes of this study will be used to better meet the needs of immigrant populations, including the tailoring of interventions appropriate to different health literacy levels. Outcomes will also inform strategies for PRO assessment to inform unmet needs and to address Australian healthcare system challenges to meet the needs of immigrant populations.Ethics and disseminationThe study was reviewed and approved by the Human Research Ethics Committee of South Western Sydney Local Health District (approval number: HREC/16/LPOOL/650). Results from the study will aim to be published at international conferences and in peer-reviewed journals.
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Lyons, Anthony, Joel Anderson, Mary Lou Rasmussen, and Edith Gray. "Toward making sexual and gender diverse populations count in Australia." Australian Population Studies 4, no. 2 (November 16, 2020): 14–29. http://dx.doi.org/10.37970/aps.v4i2.69.
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Background Comprehensive data on gender and sexual identity is critical for the planning and delivery of health, education, and social support services. This paper examines ways in which sexual and gender diverse populations are being counted in research, with a view to informing discussions about how to represent these populations in future research.
Aims To examine approaches used for the collection of data from sexual and gender diverse populations in Australia.
Data and methods We reviewed nine examples of large national surveys conducted in Australia over the past ten years and compared the approaches used for collecting data on gender and sexual identity.
Results A diversity of approaches and a range of limitations were identified in how these diverse populations are counted. The proportions of survey respondents across sex, gender and sexual identity categories, and the types of categories, were also found to vary across studies.
Conclusions There is currently no consistent approach for collecting data involving sexual and gender diverse populations in Australia despite the need for large-scale surveys that reflect sexual and gender diversity. This paper identifies conceptual and methodological questions for consideration when planning how to capture diversity related to gender and sexual identity.
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Díaz, Criss Jones. "Latino/a Voices in Australia: Negotiating Bilingual Identity." Contemporary Issues in Early Childhood 4, no. 3 (September 2003): 314–36. http://dx.doi.org/10.2304/ciec.2003.4.3.7.
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In Australia, bilingual identity and home language retention/attrition in bilingual children has had little research attention. This is particularly true in the early years of life where identity construction emerges in the context of early childhood education. This article begins with an overview of the Australian context to focus attention on the limited provision of bilingual support in early childhood settings. By drawing on the work in identity and hybridity negotiation, the ‘voices' of six Latin American parents are discussed to show how identities are negotiated and intersect with language retention within the social fields of ‘race’, ethnicity and gender differences. Three emerging themes are highlighted: the diversity of the parents' experiences in negotiating identity and language retention in family life; the parents' experiences of identity as multiple; and identity as a site of transformation and struggle in child rearing and gendered family practices. These findings demonstrate the significance of parents' perspectives and experiences of identity and language retention in raising their children bilingually, which can inform equitable and innovative practices in the provision of bilingual support in early childhood settings. In conclusion, the author invites early childhood educators to reframe their understandings of identity construction in young bilingual children.
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Dermer, Anthony. "Imperial values, national identity." History of Education Review 47, no. 1 (June 4, 2018): 25–39. http://dx.doi.org/10.1108/her-03-2017-0003.
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Purpose The purpose of this paper is to explore the concept of national identity, as imparted to students by the Western Australia Education Department, in the early part of the twentieth century. By specifically examining The School Paper, as a part of a broader investigation into the teaching of English, this paper interrogates the role “school papers” played in the formation of the citizen subject. Design/methodology/approach This paper draws on all available editions of Western Australia’s Education Department school reader, The School Paper, between 1909 and 1911, and on the Department’s Education Circular publication between the years 1899 and 1911. These are read within the context of the prevailing education philosophy, internationally and domestically, and the extent to which it was shaped by Australia’s cultural heritage and the desire to establish a national identity in the years post-federation. Findings The School Paper featured stories, poems, songs and articles that complimented the goals of the new education. Used in supplement to a revised curriculum weighted towards English classics, The School Paper, provided an important site for citizenship training. This publication pursued dual projects of constructing a specific Australian identity while defining a British imperial identity from which it is informed. Originality/value This research builds on scholarship on the role of school readers in other states in the construction of national identity and the formation of the citizen subject. It is the first research conducted into Western Australia’s school paper, the school reader, and provides a new lens through which to view how the processes of national/imperial identities are carried out and influenced by state-sanctioned study of English.
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Devos, Anita. "Learning to labour in regional Australia: gender, identity and place in lifelong learning." International Journal of Lifelong Education 30, no. 4 (August 2011): 437–50. http://dx.doi.org/10.1080/02601370.2011.588460.
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Edwards, Peter. "Science and Aboriginal Education." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 33–41. http://dx.doi.org/10.1017/s0310582200005940.
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In our society success in science is important for students as a means to full participation, empowerment, and access to career/further study options. Science in schools is an area of concern for Aboriginal education because of the low number of Aboriginal students who experience this success. Goal 3 of the Common And Agreed National Goals For Schooling In Australia (May, 1989) speaks of “equality of educational opportunities” and providing for “groups with special learning requirements”. For Aboriginal students, academic success and cultural identity are twin priorities: achievement and success need to go hand in hand with a strengthening and deepening of cultural identity. Students' Aboriginality must not be denied by learning programs which define science purely in terms of the dominant Western culture.
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LAHMANN, HEDDY. "“Afghanistan is a silent bird. But I am an eagle”: An Arts-Based Investigation of Nation and Identity in Afghan Youth." Harvard Educational Review 88, no. 3 (September 1, 2018): 378–406. http://dx.doi.org/10.17763/1943-5045-88.3.378.
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Western development organizations frequently target youth in conflict settings to participate in peaceful, cooperative activities to promote nation-building and deter violence. In this article, Heddy Lahmann examines the narratives of fifteen youth who participated in a US-funded nonformal arts education program in Afghanistan, which operated with the key objective of promoting national identity in its participants. Using open-ended interviews coupled with an arts-based research technique, Lahmann investigates how Afghan youth perceive their identity in relation to the nation. Her research indicates that national identity arguments do not adequately address other salient intersections of identity, such as an individual's developmental stage in life and the significance of gender, and largely leave out the influence of colonialism on the way national identity is conceptualized in non-Western contexts. Lahmann argues that program designers and policy makers must incorporate the local knowledge and experiences of youth and address the unique needs of various groups, including marginalized populations and young women versus young men, to effectively engage them in education efforts.
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Hsieh, Jasper Kun-Ting. "An Ethnography of Taiwanese International Students’ Identity Movements." Journal of International Students 10, no. 4 (November 15, 2020): 836–52. http://dx.doi.org/10.32674/jis.v10i4.1065.
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Many studies focus on Chinese-speaking international students’ adaptation issues inside and outside educational settings in the West. A strong emphasis has been placed on identifying Chinese-speaking international students’ problems and solving them through educational programs, pedagogies, and curricula. This emphasis categorizes these students as a cohort that have issues learning and living in Western societies, a categorization that ignores identity as complex and context-dependent. Drawing on a Bourdieuian poststructuralist perspective, this 18-month-long study documented the experiences of nine Taiwanese international students at different Australian universities before, during, and after their 1-year postgraduate education in Australia. This study compared their experiences and highlighted the complexity of identity movements. The findings present habitus modification and habitus improvisation, two notions developed from a Bourdieuian perspective. In conclusion, this study encourages reassessment of the standard notions of adaptation and prompts further exploration of how international students use their overseas experiences in the home context.
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Malcolm, David. "Women and the Law—Proposed Judicial Education Programme on Gender Equality and Task Force on Gender Bias in Western Australia." Australian Feminist Law Journal 1, no. 1 (January 1993): 139–44. http://dx.doi.org/10.1080/13200968.1993.11077113.
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Jeffreys, Sheila. "Judicial child abuse: The family court of Australia, gender identity disorder, and the ‘Alex’ case." Women's Studies International Forum 29, no. 1 (January 2006): 1–12. http://dx.doi.org/10.1016/j.wsif.2005.10.002.
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Feder, Emőke-Szidónia, and Renata-Dana Niţu-Antonie. "Connecting gender identity, entrepreneurial training, role models and intentions." International Journal of Gender and Entrepreneurship 9, no. 1 (March 13, 2017): 87–108. http://dx.doi.org/10.1108/ijge-08-2016-0028.
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Purpose This paper aims to establish the antecedents of the entrepreneurial intentions in the case of youth beneficiaries of entrepreneurial higher education studies and/or entrepreneurial role models, being grounded in the theoretical framework of rational action and planned behavior (TPB) reference model (Ajzen, 1991, 2002). Design/methodology/approach The quantitative study took place in the biggest academic center in the western part of Romania, by applying a questionnaire-based survey between 2008 and 2015 on 650 students, both female and male participants. The authors’ research endeavor to model different types of factors influencing entrepreneurial intentions, required the assessment of alternative configuration models via structural equation modeling, completed with several statistical tools, including descriptive statistics, scale reliability, factor and validity analysis, respectively, pairwise critical ratio differences. Findings At the level of investigated sample, composed of 650 students from the Timisoara academic center, the empirical results of the study highlighted that: entrepreneurial higher education training and behavioral characteristics are significant and direct predictors of entrepreneurial intentions; behavioral characteristics also mediates the influence of psychological characteristics and of parental or social environmental specific entrepreneurial role models on entrepreneurial intentions; gender identity is a moderator, differentiating the direct effects of entrepreneurial education and behavioral characteristics on entrepreneurial intentions. Research limitations/implications The proposed research model does not seek to explain the inclination of the surveyed students to act according to their entrepreneurial intention; also, the obtained empirical results cannot be generalized because of the restricted sample size. The theoretical utility of the research regards the predictability enhancement of the reference TPB model on identifying the antecedents of entrepreneurial intentions in diverse national contexts and investigated populations. At practical level, the study sustains the importance of tertiary entrepreneurial education in stimulating youth’s entrepreneurial intentions, especially for women, along with the detection of motives of preferring an entrepreneurial career and sustaining it through personalized entrepreneurial education programs. Originality/value The papers originality is conferred by the following: large, comprehensive and relevant investigation sphere of the direct, mediator and moderator influencing factors of entrepreneurial intentions in the case of youth; respectively by research methodology applying four configuration models; and the empirical analysis performed via structural equation modeling and multi-group moderation. The value of the paper consists in its theoretical and empirical contribution on investigating and enhancing the role of entrepreneurial spirit stimulating academic education for specific contexts and investigated groups.
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Lette, Helen, Edouard Tursan d'Espaignet, Linda Slack-Smith, Kerry Hunt, and Janine Nannup. "Indigenous Mothers' Aspirations for Their Children in Perth, Western Australia: The Value of Education and Schooling." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 65–73. http://dx.doi.org/10.1375/s1326011100000600.
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AbstractThis project involved the collection of stories about the aspirations, goals and strategies from a sample of mothers of Indigenous children living in Perth, Western Australia. Analysis of the semi-structured interviews indicated that the education of their children was important for many of the mothers. Whilst some of the mothers preferred their children to learn about their Indigenous history, culture and identity, others valued the type of education that emanates from a mainstream-style school system. A major theme was a need for schools to partner with Indigenous parents in the decision-making process to engage the families in a positive education experience.
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BLOOT, REGINA. "Reasons for the Underrepresentation of Females at Head of Department Level in Physical Education in Government Schools in Western Australia." Gender and Education 8, no. 1 (March 1996): 81–102. http://dx.doi.org/10.1080/713668483.
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Ng, Wen Lee, Manimangai Mani, and Wan Roselezam Wan Yahya. "Cultural Identity in Eugenia Kim’s The Calligrapher’s Daughter." International Letters of Social and Humanistic Sciences 62 (October 2015): 131–39. http://dx.doi.org/10.18052/www.scipress.com/ilshs.62.131.
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Eugenia Kim’s The Calligrapher’s Daughter (2009) is a well-received East Asian novel about a Korean Christian, Najin’s encounter with western culture. As an aristocratic woman, she is expected to uphold Korean tradition. However, as Najin realises that she is culturally marginalised by her father and the Korean traditional society mainly due to her gender, she picks up a foreign culture introduced to her, western culture. This move is extremely significant because after Najin driven by cultural marginalisation to embrace western culture, her cultural practices are no longer the same with traditional Korean women. This important turn of the novel has not been explored by scholars extensively. Thus, this study aims to depart from the cultural marginalisation faced by Najin. Furthermore, due to the fact that cultural identity formation is highly influenced by culture, there is a need to look into the changes of Najin’s cultural identity as she incorporates western culture into her Korean traditional culture. By investigating the changes of Najin’s cultural identity throughout the novel, this study finds that Najin has transformed from a nameless girl without an identity into an independent woman with the help of western education.
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Ghafournia, Nafiseh. "Negotiating Gendered Religious Space: Australian Muslim Women and the Mosque." Religions 11, no. 12 (December 21, 2020): 686. http://dx.doi.org/10.3390/rel11120686.
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Women’s presence and role in contemporary mosques in Western countries is contested within and outside Muslim communities, but research on this topic is limited and only a few studies consider women’s roles inside mosques in Australia. There is a complex intersection of gender and religion in public sacred spaces in all religious communities, including Muslim communities. Women’s role in these spaces has often been restricted. They are largely invisible in both public sacred spaces and in public rituals such as congregational prayers. Applying a feminist lens to religion and gender, this article explores how a mosque as a socially constructed space can both enable and restrict Australian Muslim women’s religious identity, participation, belonging and activism. Based on written online qualitative interviews with twenty Muslim women members of three Australian Muslim online Facebook groups, this article analyses the women’s experiences with their local mosques as well as their views on gender segregation.
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Saki, Michi. "JALT2014 Plenary Speaker article: Investigating concepts of desire, gender, and identity in language learners." Language Teacher 38, no. 4 (July 1, 2014): 11. http://dx.doi.org/10.37546/jalttlt38.4-4.
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An interview with Kimie Takahashi, International Christian University, Tokyo Sponsored by the Gender Awareness in Language Education (GALE) SIG Over the course of her international career as a sociolinguist, Kimie Takahashi has spent many years working in Australia and Thailand. She has published widely on gender, race, and language learning, which she addresses in her new book Language Learning, Gender and Desire: Japanese Women on the Move (2013, Multilingual Matters). Takahashi is also the co-founder of the sociolinguistics website Language on the Move <languageonthemove.org>. In this interview, Takahashi discusses the motivation behind her research and the concept of akogare and its relationship with second language learning. With many of our students learning English being women, the concepts behind Takahashi’s research is of great interest to any language teacher—male or female. Such knowledge can help deepen our understanding of language learning and of our students. The title of her JALT2014 talk is Gendering Intercultural Communication—Asian Women on the Move. Takahashi completed her doctorate with the University of Sydney in 2006, and is now Visiting Associate Professor in the Department of Society, Culture, and Media at the International Christian University, Tokyo. Takahashi’s research interests focus on gender, race, bilingualism, and second language learning and use in transnational contexts.
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Et.al, Fara Dayana Mohd Jufry. "Feminine Identity in Refined Male and Female Characters of Wayang Kulit Kelantan." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 246–56. http://dx.doi.org/10.17762/turcomat.v12i3.661.
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Wayang Kulit Kelantan is one of the traditional theatre performance that holds unique identity. This shadow play performance uses gambalan (shadow puppet) to depict the characters from the Hikayat Seri Rama (a repertoire of Wayang Kulit Kelantan). There are two main characters in Wayang Kulit Kelantan, which are refined characters and rough characters. This research focuses only on the similarity in identity of the refined characters which encompass high percentage of feminine traits. The discussion in this paperwork only focuses on two refined characters which are Seri Rama and Siti Dewi. This discussion is structured based on Gender Schema Theory by Bem, through the application of Bem Sex-Role Inventory as the tool to determine the feminine traits that exist in these refined characters. With the use of this inventory, it is discovered that all three of these characters have high percentage of feminine traits even though from different gender. Therefore this research has made a new discovery through primarily applying western theory in the identification process of refined characters of Wayang Kulit Kelantan.
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Alizadeh Mohajer, Mehdi, Amir Adibi, Ali Ashraf Mozafari, Ali Sahebi, and Amin Bakhtiyari. "Suicidal Ideation in Patients With Gender Identity Disorder in Western Iran From March 2019 to March 2020." International Journal of Medical Toxicology and Forensic Medicine 10, no. 4 (December 6, 2020): 31353.1–31353.4. http://dx.doi.org/10.32598/ijmtfm.v10i4.31353.
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Background: In recent years, the number of patients with gender identity disorder (GID) has rapidly increased. These people are at risk of adverse life events that influence their health and wellbeing. Research studies have also shown a significant rate of suicide in these individuals. This study aims to determine the prevalence of suicidal ideation in patients with GID referred to Legal Medicine Office in Ilam Province. Methods: In study sample comprised 21 patients without psychiatric comorbidity visited the Legal Medicine Office in Ilam Province for confirmation of transsexuals from March 2019 to March 2020. GID disorder was diagnosed through a GIDYQ (A-A) questionnaire and clinical interview. The Beck scale for suicide ideation was used to clarify and measure the intensity of attitudes, behaviors, and planning for a suicide attempt. Results: In 21 patients with GID, the average score for suicide ideation was 11.6. The average age of patients was 19 years, and all of them were single. In this sample, 19.1% had low risks, 71.5% high risks, 9.5% had very high-risk suicide ideation. Linear regression analysis showed that higher education and higher age were risk factors for suicide ideation in patients with GID. Conclusion: The high rate of suicidal ideation in patients with gender identity disorder makes it essential to pay attention to their mental health. It should be noted that suicidal thoughts can be a basis for suicide attempts.
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Horner, Robyn, Didier Pollefeyt, Jan Bouwens, Teresa Brown, Christiaan Jacobs-Vandegeer, Maeve-Louise Heaney, and Michael Buchanan. "Openness to Faith as a Disposition for Teachers in Catholic Schools." International Journal of Practical Theology 24, no. 2 (December 1, 2020): 231–51. http://dx.doi.org/10.1515/ijpt-2019-0044.
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AbstractIn the Catholic Church, which includes in its mission the provision of school education, the significant rise of “no religion” in Western societies prompts serious new questions about how this mission can be lived out. An important response can be found in the Enhancing Catholic School Identity Project, which provides empirical evidence of the lived faith dispositions of members of Catholic school communities and recommends the enhancement of Catholic school identity through the recontextualisation of faith in dialogue. We argue that the dispositions of teachers are a vital factor in the development of a Catholic Dialogue School. Using aggregated data in Australia, we illustrate the importance of a teacher disposition that is intentionally and explicitly open to Catholic faith.
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Baird, Jeanette. "University Governance for the Longer-Term." International Journal of Chinese Education 4, no. 1 (August 19, 2015): 105–27. http://dx.doi.org/10.1163/22125868-12340047.
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Corporate governance models are becoming more prevalent in many universities, despite concerns over the effects of corporate practices on the identity of universities as a unique institutional field. In Westminster university systems, governance practices have become highly professionalized along corporate lines, not least to ensure a good fit with the necessary regulatory regimes for a marketized university system. Examples of Australian practices are provided to illustrate the governance dynamics, as both Western and Chinese corporate governance practices will affect the culture of Chinese universities, despite the continuance of deeply-inscribed State influence. Professionalization of governance in Australia has brought benefits but also generated some ‘blind spots’ to sustaining the longer-term features of successful universities. Stronger academic governance could provide a counterweight, yet the relationship between corporate governance and academic governance is not yet as well-defined as it needs to become.
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A. Al-Omari, Moh’d, Wael M. S. Zuraiq, Bassil M. Mashaqba, Sabri S. Y. Alshboul, and Anas I. al Huneety. "TENTATIVE LANGUAGE IN MIXED-GENDER CONVERSATIONS OF JORDANIANS: THE INFLUENCE OF GENDER AND SOCIAL STATUS." Humanities & Social Sciences Reviews 8, no. 1 (January 28, 2020): 399–414. http://dx.doi.org/10.18510/hssr.2020.8151.
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Purpose of Study: This paper evaluated the validity of self-categorization theory (Turner, 1987; Turner & Reynolds, 2011) in predicting the relationship between tentative language use and the prominent power of the speaker’s gender and social status in Jordanian society.
Methodology: Eighteen adult Jordanian dyads participated in dyadic conversations. Each dyad consisted of high-status females and low-status males. Before recording their mixed-gender conversations, dyad’s gender; status and national identity were primed one at a time using Palomares’ manipulation method (2004, 2008). One group of dyads read a passage about the patriarchal nature of Arab society, another dyadic group read a passage about the importance of education in obtaining high-level jobs, and a third group read a passage about Jordanians’ patriotism.
Results: Results showed that Jordanian high-status women tend to use more tentative language than Jordanian low-status men within and across the three primed contexts: gender-salient, status-salient and national- identity-salient contexts. Findings are inconsistent with the prediction of the self-categorization theory. The discrepancies between these findings and the outcomes of the Western research were ascribed to the patriarchic and gender-segregated nature of Jordanian society.
Implications: This paper concluded that sociolinguistic practices are not universal. Research on language and gender should take socio-cultural peculiarities into account to reach a comprehensive view of how social power is communicated through language.
Novelty/Originality of this study: This study emphasizes the role of socio-cultural practices in determining the relationship between speech style and the prominent power of the speaker's gender and social status. In Arab Jordanian society, tentative language is mainly gender-based language; less influenced by social identities other than gender.
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Grant, Julian, and Pauline B. Guerin. "Motherhood as Identity: African Refugee Single Mothers Working the Intersections." Journal of Refugee Studies 32, no. 4 (September 20, 2018): 583–604. http://dx.doi.org/10.1093/jrs/fey049.
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Abstract We explored the strategies that refugee single mothers used to manage socio-emotional, physical and economic challenges of raising children during resettlement in a Western country. Ethnographic case studies of 10 families and 12 focus groups were conducted. Bourdieu’s theory of social relations informed the primary analysis. Intersectionality was adopted as a secondary analysis, attending to the agency and empowerment experienced by the participants. Motherhood was identified as a key gendered capability important for the development of capital. Within motherhood, five core themes were identified, including ‘loneliness and sadness’, ‘not enough money’, ‘racism’, ‘struggle for education’ and ‘striving to connect’. Findings suggest the importance of a feminism that legitimizes motherhood as identity with attendant intersections of race, class and gender. Further, the theoretical link between motherhood as a capability and development of capital suggests that investment in structural resources could improve capability and outcomes for refugee mothers and children.
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Flaherty, Kate. "Cathcart vs Brooke: a Touring Actress and a Trial of Public Private Identity in the Australian Colonies." New Theatre Quarterly 33, no. 1 (January 10, 2017): 47–58. http://dx.doi.org/10.1017/s0266464x16000622.
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In this article Kate Flaherty examines the sensational contractual dispute that arose between Gustavus Vaughan Brooke and Mary Fanny Cathcart during their Australian colonial tour in 1855. She follows Brooke's attempt to use his theatrical repertoire to achieve and consolidate a legal victory over Cathcart, but argues that this strategy ultimately backfired and elicited a form of judgement by the theatregoing public that countered the judgement handed down by the Supreme Court. Conversely, coverage of the case in Australian newspapers is identified as shaping reviews and sharpening the edge of the stage dramas. The article provides a focused instance of the complex interplay of dramatic works, cultural politics, gendered power, and publicity that characterized nineteenth-century theatrical touring. Kate Flaherty is a lecturer in English and Drama at the Australian National University, a member of the International Shakespeare Conference, and a Senior Fellow of the Higher Education Academy. She is author of Ours as We Play It: Australia Plays Shakespeare (University of Western Australia Press, 2011), as well as numerous essays on how Shakespeare's works play on the stage of public culture.
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Mander, David J., Lynne Cohen, and Julie Ann Pooley. "‘If I Wanted to Have More Opportunities and Go to a Better School, I Just Had to Get Used to It’: Aboriginal Students’ Perceptions of Going to Boarding School in Western Australia." Australian Journal of Indigenous Education 44, no. 1 (April 22, 2015): 26–36. http://dx.doi.org/10.1017/jie.2015.3.
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This study explored the experiences of 32 male Aboriginal students from regional and remote towns and communities while they attended a metropolitan boarding school away from home and family in Perth, Western Australia. Using narrative interviews it specifically investigated how these Aboriginal students construct meaning around the transition experience to boarding school. Three major themes emerged from the data: (1) Decision Making and the subthemes of Choice-less Choice and Opportunity; (2) Organisational Climate and the subthemes of School Environment and Belonging, Culture Shock, Homesickness, Identity, Code Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer Relations; and (3) Relational Change and the subthemes of Family Dynamics, Friendships at Home, and Cultural Connectedness. This study emphasises the importance of conceptualising and understanding social phenomena from the perspective of those who actually undertake the experience, and the findings are discussed in terms of policy and practice relevant to Australian boarding schools.
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Bloot, Regina, and Jennifer Browne. "Factors Contributing to the Lack of Female Leadership in School Physical Education." Journal of Teaching in Physical Education 14, no. 1 (October 1994): 34–59. http://dx.doi.org/10.1123/jtpe.14.1.34.
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This paper focuses on reasons why so few females hold head of department positions in physical education in government secondary schools in Western Australia. Despite the almost equitable proportion of females and males teaching the subject, and the absence of Ministry of Education policy constraints on female promotion since 1972, women held only 5 (7%) of the 70 substantive head of department appointments in 1991. In-depth interviews were conducted with 27 female physical education teachers to document their career experiences and aspirations. Analysis revealed that constraints on the promotion of females were based primarily on stereotypic attitudes and expectations regarding gender roles, and comprised systemic, attitudinal, and internalized barriers. It is proposed that social settings from studentship, through teacher education, to the teaching environment could play a crucial role in shaping and nurturing the career decisions and aspirations of female teachers.
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Olaithe, Michelle, Michael Weinborn, Talitha Lowndes, Amanda Ng, Erica Hodgson, Lara Fine, Denise Parker, et al. "Repeatable Battery for the Assessment of Neuropsychological Status (RBANS): Normative Data for Older Adults." Archives of Clinical Neuropsychology 34, no. 8 (January 4, 2019): 1356–66. http://dx.doi.org/10.1093/arclin/acy102.
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Abstract Objective Provide updated older adult (ages 60+) normative data for the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), Form A, using regression techniques, and corrected for education, age, and gender. Method Participants (aged 60–93 years; N = 415) were recruited through the Healthy Ageing Research Program (HARP), University of Western Australia, and completed Form A of the RBANS as part of a wider neuropsychological test battery. Regression-based techniques were used to generate normative data rather than means-based methods. This methodology allows for the control of demographic variables using continuous data. To develop norms, the data were assessed for: (1) normality; (2) associations between each subtest score and age, education, and gender; (3) the effect of age, education, and gender on subtest scores; and (4) residual scores which were converted to percentile distributions. Results Differences were noted between the three samples, some of which were small and may not represent a clinically meaningful difference. Younger age, more years of education, and female gender were associated with better scores on most subtests. Frequency distributions, means, and standard deviations were produced using unstandardized residual scores to remove the effects of age, education, and gender. Conclusions These normative data expand upon past work by using regression-based techniques to generate norms, presenting percentiles, as well as means and standard deviations, correcting for the effect of gender, and providing a free-to-use Excel macro to calculate percentiles.
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Puccetti, Monica, Heath Greville, Margie Robinson, Daphne White, Lennelle Papertalk, and Sandra C. Thompson. "Exploring Readiness for Change: Knowledge and Attitudes towards Family Violence among Community Members and Service Providers Engaged in Primary Prevention in Regional Australia." International Journal of Environmental Research and Public Health 16, no. 21 (October 30, 2019): 4215. http://dx.doi.org/10.3390/ijerph16214215.
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Community efforts at the primary prevention of family violence (FV) involve changing values, structures and norms that support gender inequality. This study examines the attitudes of a group of highly engaged community leaders and service providers involved in FV primary prevention in Geraldton, a small city in regional Western Australia. The outcomes of focus group discussions were mapped against a readiness for change model. Despite considerable involvement in discussions of FV prevention over time, the readiness level of these engaged community members for taking leadership roles in the prevention strategy were between pre-planning and preparation stages, although some individuals’ understanding of the drivers of FV and readiness for implementing change was higher. Key areas for further education are the role of gender inequality as the primary driver of FV, particularly rigid gender roles and men’s control of decision making, and the role of alcohol and drugs as reinforcers but not primary drivers of FV.
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Maher, Marguerite, and Lisa Buxton. "Early Childhood Education at the Cultural Interface." Australian Journal of Indigenous Education 44, no. 1 (April 13, 2015): 1–10. http://dx.doi.org/10.1017/jie.2015.5.
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TheEarly Years Learning Framework for Australiaemphasises that children's own identity is constructed within their given context of family and community. This article presents the findings of a multiple case study project undertaken within five remote Aboriginal communities in the Northern Territory, Australia. Community Elders were concerned that while their children had a positive sense of self during their prior-to-school years, on entry into formal schooling they experienced a disjuncture between those experiences and the expectations of a Western curriculum. The project involved partnering one university academic to work with each community, exploring ways of improving 4-year-old children's pre-reading and numeracy skills to enhance their capacity to engage with expectations on entry into formal schooling. Elders were determined to have the children be successful at school and saw success there as inextricably interwoven with their sense of efficacy to explore and to learn. Outcomes included positives such as children demonstrating increased pre-reading and numeracy skills and, importantly, the engagement of the whole community in the project. Foundational to the success was making Aboriginal ways of knowing, being and doing key components of learning opportunities provided to the children, supporting awareness of their social and cultural heritage.
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Bonfitto, Vincent F. "The Formation of Gay and Lesbian Identity and Community in the Connecticut River Valley of Western Massachusetts, 1900-1970." Journal of Homosexuality 33, no. 1 (May 29, 1997): 69–96. http://dx.doi.org/10.1300/j082v33n01_05.
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Hall, Ronald E. "The Bleaching Syndrome Per Colorism Pathology: LGBTQ Perpetuation of Discrimination." American Behavioral Scientist 62, no. 14 (December 2018): 2055–71. http://dx.doi.org/10.1177/0002764218810759.
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Domination is the preferred and pathological model of assimilation into Western culture. For lesbian, gay, bisexual, transgender, and queers (LGBTQs) in America, the resulting stress can reach devastating levels. In response to such circumstances, the assimilation experience of LGBTQ Americans facilitates their manifestation of the Bleaching Syndrome. As a LGBTQ strategy, the Bleaching Syndrome is characterized by the efforts of a stigmatized out-group to assume the identity of a dominant in-group via anatomical paradigm. In this way, assimilation and a better quality of life is presumed assured. Such a strategy, however, in extreme cases may be fatal. For members of LGBTQ out-groups, identity across the life span is alternative to the pathological anatomical paradigm. In this way, LGBTQ Americans may be identified more by gender as who they are and less by genitalia.
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Thomas, Amy, Hannah McCann, and Geraldine Fela. "‘In this house we believe in fairness and kindness’: Post-liberation politics in Australia's same-sex marriage postal survey." Sexualities 23, no. 4 (March 14, 2019): 475–96. http://dx.doi.org/10.1177/1363460719830347.
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In December 2017, Australia legalized same-sex marriage (SSM), following a 13-year ban and a drawn-out postal survey on marriage equality that saw campaigners mobilize for a ‘Yes’ vote on a non-binding poll. Through a discourse analysis of the Yes and No campaigns’ television and online video advertisements, we demonstrate how the Yes campaign was symptomatic of what we call a ‘post-liberation’ approach that saw SSM as the last major hurdle for Lesbian, Gay, Bisexual, Transgender, Intersex and Queer (LGBTIQ) politics. While the No campaign linked SSM to gender fluidity, transgender identity, and sex education programmes, in contrast the Yes campaign limited itself to narratives around love and marriage. In not attending to the link between sex, gender and sexuality, the Yes campaign narrowed the possibilities of the debate, preserving existing White heteronormative expectations of gender and sexuality. We contrast the debate that unfolded during the postal survey to the Australian Gay Liberation movement of the 1970s, the latter of which was able to successfully and radically challenge similarly homophobic campaigns. Rather than relying on ‘palatable’ or mainstream ideas of equality, love and fairness, Gay Liberation in Australia embraced the radical potential of LGBTIQ activism and presented a utopian, optimistic vision of a transformed future. Here we suggest that we can learn from the history of campaigns around sexuality, to understand what was ‘won’ in the SSM debate, and to better develop strategies for change in the future.
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Porteous, Holly. "From Barbie to the oligarch’s wife: Reading fantasy femininity and globalisation in post-Soviet Russian women’s magazines." European Journal of Cultural Studies 20, no. 2 (April 13, 2016): 180–98. http://dx.doi.org/10.1177/1367549416638613.
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This article demonstrates how an analysis of fantasy femininity sheds light on how norms of gender, class and national identity reflect global and local cross-cultural currents in post-Soviet Russia. Drawing on a discourse analysis of women’s magazines and in-depth interviews with readers, it shows how, in the globalised post-Soviet cultural landscape, fantasy femininity represents both change and continuity. Feminine archetypes in women’s magazines, from fairytale princesses to Barbie dolls, reflect a wider post-Soviet cultural hybridisation and are an example of how Western women’s magazines have adapted to the Russian context. Furthermore, the article highlights readers’ ambiguous attitudes towards post-Soviet cultural trends linked to perceived Westernisation or globalisation, such as individualism, conspicuous consumption and glamour.
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Triviño Cabrera, Laura, Alejandro Muñoz-Guerado, and Asunción Bernárdez-Rodal. "The educational potential of video games in the deconstruction of hegemonic masculinity through the VIGLIAM method (Video Games Literacy From Alternative Masculinities)." Profesorado, Revista de Currículum y Formación del Profesorado 25, no. 1 (March 29, 2021): 339–55. http://dx.doi.org/10.30827/profesorado.v25i1.8602.
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Generally, male video game characters represent a hegemonic masculinity based on a patriarchal system that shows as a protagonist and dominant a white, western, heterosexual, wealthy male, disabled man and anti-ecologist. Videogames are one of the most consumed entertainment industry products worldwide. For students, video games are spaces where to find their masculine identity. Therefore, education must include video games. Video games are used as an educational resource for the improvement of the teaching-learning process of students. However, the aim of this study is to propose a didactic method untitled VIGLIAM (acronym for Video Games Literacy from Alternative Masculinities). From this method, firstly, students deconstruct critically the hegemonic masculinity of the characters in video games. Secondly, students build critically and creatively alternative masculinities that promote a fairer and more equal society. From this way, students develop empowering and empathetic skills from categories as gender, race, class, sexual orientation, body and nature. In short, this research is part of masculinities studies in the area of education and it is fundamental in the light of the emergence of posmachism that arises given the possibility of the loss of male privilege.
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Gillett-Swan, Jenna, and Lisa van Leent. "Exploring the Intersections of the Convention on the Rights of the Child General Principles and Diverse Sexes, Genders and Sexualities in Education." Social Sciences 8, no. 9 (September 10, 2019): 260. http://dx.doi.org/10.3390/socsci8090260.
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Using a rights framework underpinned by the general principles of the Convention on the Rights of the Child of; best interests, participation/respect for the child’s views, non-discrimination and life, survival and development, this paper outlines four key tensions for rights realisation in the context of diverse sexes, genders and sexualities in education. Children are commonly acknowledged as being more knowledgeable than previous generations about sexual orientation and gender identity and expression. Gender and sexuality are relevant in young people’s daily lives as the Western world is increasingly acknowledging children’s exposure, access and awareness to such knowledge. Even so, diverse sexes, genders and sexualities are still largely considered taboo and controversial in formal schooling contexts. Emerging tensions in contemporary education practices related to diverse sexes, genders and sexualities due to pervading opinions about its appropriateness need interrogation and discussion. Conceptualisations of childhood innocence and heteronormativity are used to analyse tensions between the Convention and the reality of the complexities involved in actualising children’s rights in this context of diversity. Through its general principles, a way forward is offered to value and embrace the rights of children to learn about diversity in safe and inclusive educational environments.
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Fraser, Michelle, Lynn B. Meuleners, Kyle Chow, and Mark R. Stevenson. "Distracting and risky behaviours while cycling: a comparison of group and non-group riders in Western Australia." Injury Prevention 24, no. 6 (August 19, 2017): 405–10. http://dx.doi.org/10.1136/injuryprev-2017-042397.
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BackgroundUse of mobile phones and portable audio equipment and alcohol are known to negatively affect cycling ability. Evidence suggests that cyclists may be less likely to engage in these behaviours while riding in a group; however, it is unknown whether group riders are also at reduced risk when participating in non-group riding.ObjectiveTo examine the association between group riding participation and the use of mobile phones and portable audio equipment and alcohol while non-group riding in Perth, Western Australia.MethodsA cross-sectional analysis of an online questionnaire was undertaken. Group and exclusive non-group riders were compared and separate binary logistic regression models were used to examine the association between group riding participation and the use of mobile phones and portable audio equipment and alcohol while non-group riding, controlling for gender, age, education and frequency of non-group riding.ResultsParticipants included 365 cyclists: 187 exclusive non-group riders (51.2%) and 178 group riders (48.8%). Group riders were less likely to have possibly cycled while over the legal blood alcohol limit in the past 12 months (OR: 0.56, 95% CI 0.34 to 0.92) and were less likely to ever use portable audio equipment (OR: 0.57, 95% CI 0.34 to 0.94) than exclusive non-group riders, while participating in non-group riding. Group riding status was not associated with mobile phone use.ConclusionsThis study provides early evidence that there may be differences between group and non-group riders that impact on their safety behaviours while participating in non-group riding.
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Adam, Helen, Caroline Barratt-Pugh, and Yvonne Haig. "Book Collections in Long Day Care: Do they Reflect Racial Diversity?" Australasian Journal of Early Childhood 42, no. 2 (June 2017): 88–96. http://dx.doi.org/10.23965/ajec.42.2.11.
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CHILDREN'S LITERATURE IS IMPORTANT because it nurtures emotional, social, creative and cognitive development, and gives children opportunities to appreciate and respond to diversity. In particular, literature that portrays racial and cultural diversity is a powerful means of promoting understanding of others while affirming individual identity. However, the limited number of studies about the nature and use of literature that reflects diversity in early childhood settings prompted this study, which investigates the nature of book collections in five long day care centres in the metropolitan region of Perth, Western Australia, with a specific focus on the extent to which they reflect racial diversity. Qualitative data was drawn from an audit of the children's book collections (2377 books) across each of the five centres. The findings revealed a lack of representation of racial diversity in those collections and where racial diversity was portrayed, non-dominant cultures were commonly misrepresented through stereotypical images often portraying outdated perspectives.
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DZHUS, OKSANA. "DEVELOPMENT OF UKRAINIAN SCHOOL AND EDUCATIONAL AFFAIR AS A BASIS OF PROFESSIONAL PREPARATION OF THE YOUTH OF UKRAINIAN DIASPORA IN THE SECOND HALF OF THE XX-TH CENTURY." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 1 (April 17, 2019): 97–106. http://dx.doi.org/10.15330/jpnu.6.1.97-106.
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The formation and development of the Ukrainian school and educational affair as the basis for the professional training of Ukrainian youth in the Western countries in the second half of the XX-th century is examined in the article. The emphasis was given to the complexity and multiplicity of this process, which was caused by the socioeconomic and educational policies of the states, which became a new homeland for the Ukrainians, geography and compactness of their resettlement, employment in the different branches of the economy, the presence in the diaspora of the professional intelligentsia, its national awareness, the state religious life, etc. Accordingly, in different countries (Germany, Great Britain, Poland, Canada, USA, Australia, Argentina), this process was different, more or less intense and had results, but it still remains an object of interest as an important support of native cultural heritage, an inexhaustible source of preserving its spirituality bearers.
The institutional forms and types of obtaining of pedagogical education by Ukrainians in the Western countries of the second half of the 20th century, the peculiarity of teaching and educational activities in different types of educational establishment and the main tendencies of the development of the Ukrainian school and educational affairs are presented. Among them: an expansion of the network of pre-school establishments, primary, secondary and high schools in connection with the arrival of emigrants to countries of Western Europe, America and Australia; public uniting efforts of leading Ukrainian public associations in preserving the national identity and spirituality of Ukrainians born outside Ukraine's native land; development of scientifically grounded, adapted to the needs and conditions of Ukrainians living in the diaspora of the theory of teaching and national education of younger generations; improving the content of studying and educational process in all types of schools, bringing it to the standards of the existing state education system and the increased requirements of economic and cultural life of the countries that have become a new homeland for Ukrainians.
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Atkins, Liz, and Mark Vicars. "Feminine men and masculine women: in/exclusion in the academy." Education + Training 58, no. 3 (March 14, 2016): 252–62. http://dx.doi.org/10.1108/et-10-2015-0100.
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Purpose – The purpose of this paper is to draw on concepts of “female masculinity” to interrogate how hegemonic gendering discourses, forms and performances are inscribed in neoliberal narratives of competency in higher education in the Western Hemisphere. Design/methodology/approach – Drawing on individual examples, the authors consider how these narratives are omnipresent in the sector, and systematically act to exclude those who do not conform. In doing so, the authors draw extensively on bodies of literature exploring gender/identity, and neo-liberalism. In particular, the paper draws on the work of Halberstam (1998, 2011), and of Drake (2015). Findings – There are comparatively few women in senior positions in Higher Education and the authors argue that as gendering institutions they reproduce hegemonic gendering discourses. The authors find that hegemonic gendering discourses are instrumental in maintaining and privileging specific forms and perceptions of masculinity and femininity as inscribed within and reproduced by perceptions of professional competency. Originality/value – This paper examines neo-liberal practices from a more nuanced perspective than some traditional polarised critiques which regard gender as a binary. In doing so, it contributes to debates on masculinity, but more importantly, opens discussions about the implications of gendering discourses for the role of the few women in senior positions in higher education institutions globally.
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Coffin, Juli, Ann Larson, and Donna Cross. "Bullying in an Aboriginal Context." Australian Journal of Indigenous Education 39, no. 1 (2010): 77–87. http://dx.doi.org/10.1375/s1326011100000934.
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AbstractAboriginal children appear to be more likely to be involved in bullying than non-Aboriginal children. This paper describes part of the “Solid Kids Solid Schools” research process and discusses some of the results from this three year study involving over 260 Aboriginal children, youth, elders, teachers and Aboriginal Indigenous Education Officers (AIEO's), and an Aboriginal led and developed Steering Committee. It is the first study that contextualises Aboriginal bullying, using a socio-ecological model where the individual, family, community and society are all interrelated and influence the characteristics and outcomes of bullying.This paper demonstrates that for Aboriginal children and youth in one region of Western Australia, bullying occurs frequently and is perpetuated by family and community violence, parental responses to bullying and institutional racism. Addressing bullying requires actions to reduce violence, foster positive cultural identity and reduce socio-economic disadvantage.
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JHALA, ANGMA D. "‘Home and the World’: Cosmopolitan, transnational identities of courtly Indian women in the late imperialzenana." Modern Asian Studies 49, no. 6 (March 5, 2015): 1704–31. http://dx.doi.org/10.1017/s0026749x13000619.
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AbstractThis article examines the cosmopolitan world of the colonialzenanathrough the marriages of two mid-twentieth-century royal Indian women, Maharani Brijraj Kumari of Dhrangadhra and Maharani Krishna Kumari of Jodhpur. In particular, it analyses the close connection betweenzenanawomen's education and emergent adolescent sexuality. These women ordinarily began their studies in mixed-gender classrooms with their brothers and male cousins as children. As they neared the age of menarche, girls were extracted from the formal schoolroom and undertook instruction in household management and childcare in preparation for their expected roles as wives and mothers. Despite being prematurely cut off from the childhood classroom, women's educational backgrounds (in both Western and Indic forms of knowledge) and future learning potential remained an important part of their postmarital identity. Young, anglicized Indian men increasingly desired wives who reflected the modernity that they hoped to represent as imperial subjects and were encouraged to adopt by British advisors and tutors. They required wives who would not wearpardahand thus reflect more Western ideals of companionate marriages of friendship, yet simultaneously live in gender-segregated palace quarters, uphold traditional kinship networks, perform religious duties, and engage in the maintenance of a large polygamous household. Definitions of sex, marriage, and domesticity were increasingly cross-cultural and pan-historical in nature, incorporating aspects both of the ‘modern’ and the ‘traditional’, the Indic and the European, the regional and the transnational.
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Marais, Karen Lois. "From Finishing School to Feminist Academy: The Impact of the Changing Social Construction of Gender on Education in a Private Girls’ School in Western Australia 1945 – 1997." International Journal of Interdisciplinary Social Sciences: Annual Review 1, no. 2 (2006): 35–46. http://dx.doi.org/10.18848/1833-1882/cgp/v01i02/52388.
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Raicevic Bajic, Dragana, Gordana Nikolic, Mihailo Gordic, Kimberley Mouvet, and Mieke Van Herreweghe. "Serbian Sign Language: officially recognised, yet not used in deaf education." DiGeSt - Journal of Diversity and Gender Studies 8, no. 1 (May 17, 2021): 75–90. http://dx.doi.org/10.21825/digest.v8i1.15646.
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The No Child Left Behind Act in the US (2001), the programme “Write it Right” in Australia (1994) and the Council of Europe’s project Languages of Schooling (2006) point towards a growing awareness of unequal access to education. All over the world legislative initiatives have been taken to ensure that all students have access, both in terms of social cost and linguistic barriers (Reffell & McKee, 2009). However, in some countries, the deaf community with its often invisible cultural linguistic identity appears not to benefit from the change in ideology towards equal education. In this paper we are looking at one such deaf community, i.e. the Serbian deaf community, and at past and present language ideologies, attitudes and practices with respect to their language, i.e. Serbian Sign Language or SZJ. We start by situating these ideological positions of language users and educators within a broader historical context by giving the first account of SZJ, its place in education and its history within the Western Balkan sociopolitical and linguistic context. We then focus on a thematic analysis of data from interviews with deaf signers and teachers about how they experienced and perceived language in education. This revealed that deaf signers see SZJ as the most important building block in their learning process whilst the teachers emphasise hearing as the major factor in learning. The findings clearly point at a discrepancy in sign language ideologies between deaf SZJ users and their teachers resulting in conflicting attitudes and practices in Serbia today.
Keywords: Serbian Sign Language, deaf education, language policy, practice, language attitudes
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Pfautsch, Sebastian, and Tonia Gray. "Low factual understanding and high anxiety about climate warming impedes university students to become sustainability stewards." International Journal of Sustainability in Higher Education 18, no. 7 (November 6, 2017): 1157–75. http://dx.doi.org/10.1108/ijshe-09-2016-0179.
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Purpose This study, from Western Sydney University, aims to assess the disposition of students towards climate warming (CW) – a key component of sustainability. CW is a global reality. Any human born after February 1985 has never lived in a world that was not constantly warming, yet little is known about how higher education students perceive their future in a warming world. Design/methodology/approach An online survey, split into three parts, was used to deliver benchmark data on (I) personal information, (II) factual knowledge and (III) sentiments related to CW. Findings Gender and age of students significantly influenced their perception of CW. While self-rated understanding of CW was generally high, factual knowledge about CW was low. Few students recognized that CW was already under way, and that it was mainly caused by human activity. The most prominent emotions were fear, sadness and anger, foretelling widespread disempowerment and fear for the future. Research limitations/implications The study was based on a single dataset and survey response was relatively low. However, respondents mirrored the composition of the student community very well. Originality/value This is the first study revealing large psychological distance to the effects of CW in university students from Australia. Combined with the impression of despondence, the present study suggests that higher education in Australia, and possibly elsewhere, is not providing the prerequisite tools tomorrow’s leaders require for meeting societal, environmental and economic challenges caused by CW. Practical ways to erase these blind spots in sustainability literacy are provided, drawing upon established and novel concepts in higher education.
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Prasad, Ambika, Laurie T. O’Brien, and Caitlin E. Smith Sockbeson. "Caste at work: study of factors influencing attitudes toward affirmative action in India." Equality, Diversity and Inclusion: An International Journal 39, no. 6 (January 20, 2020): 597–616. http://dx.doi.org/10.1108/edi-12-2018-0223.
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Purpose The purpose of this paper is to explore the relevance of caste identity in applied settings. The authors do this within the larger framework of affirmative action programs (AAPs) or “reservations” in India. The paper explores the interplay of a primordial identity like caste with the modern institutions representing equality – a context unique to India. Design/methodology/approach The paper reports the findings of two experimental studies collecting data using Mechanical Turk. Findings The first study finds that an individual hired under the AAP is perceived poorly on his/her competence and reward worthiness. The second study finds support for the influence of an individual’s conception of modern casteism and his/her caste identity as factors in shaping attitudes toward AAP. Research limitations/implications The paper lays the groundwork but does not explore the contours of casteism in contemporary India. Understanding of this construct as well as the impact of factors as region, education, urbanization, religion, nature of employment, etc. on caste dynamics should be considered by future research. Practical implications The paper uncovers some similarities between Indian and Western findings, but it also demonstrates key differences between findings related to race-based AAPs in the West and the caste-based AAP in India. This understanding will guide discourses on diversity management in under-researched countries like India. The findings can sensitize organizations to the need for addressing unconscious biases related to caste. Social implications The paper underscores the continuing relevance of caste in modern India and the negative perceptions of lower castes. The paper finds that individuals with an appreciation of the subtle forms of casteism are sympathetic to programs that promote social equality. In modern social contexts this nuanced operationalization of casteism can be a relevant indicator of caste dynamics. Originality/value This is the first empirical study to examine caste-based AAP in India in an applied study and unpacks the psychological underpinnings of the attitudes toward AAP.
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McKelvey, Robert S., John A. Webb, Loretta V. Baldassar, Suzanne M. Robinson, and Geoff Riley. "Sex Knowledge and Sexual Attitudes Among Medical and Nursing Students." Australian & New Zealand Journal of Psychiatry 33, no. 2 (April 1999): 260–66. http://dx.doi.org/10.1046/j.1440-1614.1999.00549.x.
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Objectives: The aim of this study was to assess the relationship between background and sociodemographic variables, attitudes toward controversial aspects of human sexuality and sex knowledge among medical and nursing students. Method: The study design was a questionnaire-based survey of medical and nursing students in Western Australia. Participants were first-through fifth-year medical students at the University of Western Australia and first-through third-year undergraduate nursing students at Edith Cowan University. Outcome measures were students' attitudes toward controversial aspects of human sexuality expressed on a five-point Likert scale and a modified version of the Kinsey Institute/Roper Organization National Sex Knowledge Test. Results: A significant relationship was found between certain background and sociodemographic variables, sexual attitudes and sex knowledge. The background variable most strongly related to both attitudes and knowledge was frequency of attendance at religious services of any religious denomination during the past month, with those attending three or more times more likely to express negative attitudes and have lower sex knowledge scores. Lower sex knowledge was related to negative attitudes toward gay/lesbian/bisexual behaviour, masturbation, premarital sex and contraception. Other important background and sociodemographic variables related to negative attitudes were: never having experienced sexual intercourse; right-wing political orientation; lower family income; gender and ethnicity. Conclusions: Negative attitudes toward controversial aspects of human sexuality and lower sex knowledge scores among medical and nursing students can be predicted on the basis of background and sociodemographic variables. Education aimed at increasing sex knowledge and modifying negative attitudes may increase students' ability to function more effectively as sexual history takers and sex counsellors.
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Price, Daicia, Tore Bonsaksen, Mary Ruffolo, Janni Leung, Vivian Chiu, Hilde Thygesen, Mariyana Schoultz, and Amy Ostertun Geirdal. "Perceived Trust in Public Authorities Nine Months after the COVID-19 Outbreak: A Cross-National Study." Social Sciences 10, no. 9 (September 18, 2021): 349. http://dx.doi.org/10.3390/socsci10090349.
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This study aimed to examine the perceived trust in information provided by public authorities and financial measures put in place to address the impact of COVID-19. Using a cross-national approach among four Western countries—the United States of America, Norway, Australia, and the United Kingdom—provides an analysis of responses related to trust and how they were associated with age group, gender, education level, employment status, size of place of residence, infection status, and social media use. When controlling for all included variables in logistic regression analyses, the likelihood of having trust in the public authorities’ information was higher for women, those with higher levels of education, and those living in urban areas. Being infected with the coronavirus, and spending more time daily on social media, were both associated with lower likelihood of reporting trust in information. Although policies implemented to respond to economic concerns varied cross-nationally, higher age, identifying as female, being employed, living in a city, no COVID-19 infection experience and lower levels of social media usage were associated with a higher likelihood of trusting in the financial measures put in place to counteract the economic effects of COVID-19.
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Khadem Makhsuos Hosseini, L. "Iranian Women’s Veiling as a Gender Performance: Since Premodern Era to the Current Age." Concept: philosophy, religion, culture 5, no. 1 (April 1, 2021): 110–20. http://dx.doi.org/10.24833/2541-8831-2021-1-17-110-120.
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Iranian women’s veiling, as one of the major concerns of both women and the state, has been the subject of various studies. The present study in its broad range of investigation covers discussion of Iranian women’s hijab since pre-modern Iran to the current age. Meanwhile, it is more than a new historicist reflection on the way discourses construct norms. Here, within the framework of Butler’s performative theory, veiling is approached as a gender performance, which constructs and represents the identity of the wearer. The question is how Iranian women’s veiling as a gender performance is associated with competing discourses, and how recitations of veiling give them agency. It is hypothesized that women are not simply imposed the norm of veiling by the dominant discourses; rather, as active agents they can change the norms as they perform deviated recitation of norm of veiling. Veiling as a signifier has given different significations in each era, ranging from modesty, backwardness, nationalism, revolutionary, to displaying protest. We address the meanings that different dressing styles represent in three eras of pre-constitutional, post-constitutional, and postrevolutionary in Iran. Homogenized imposed veiling by Islamic authorities in pre-modern Iran, withdrew with secularization of state, was invoked as sign of revolution against the state, re-imposed by the state and ultimately fashioned by women. Thus, veiling in Iran is burdened with more cultural and even political meaning. In each discourse, the performance of veiling style defines women’s subjectivity as normal or abject. Women to be identified as viable subject perform the norms of religious or secularized modern discourse. The two produced binary polar, representing two kinds of subjectivities produced a gap between veiled, unveiled women or properly veiled and misveiled women. The imposed, removed and re-imposed hijab has not been the terminal decision of discourses. It is confirmed that today, Iranian women, supplied with education and global media can reflexively consider and fashion their identity. Nowadays, Iranian women’s fashion hijab is a deviated recitation of the idealized norm to resist the imposed norm. Fashion hijab as a deviated recitation of originally intended hijab by Islamic state is a threat to the Islamic discourse. Therefore, it is regarded as soft war imposed by Western culture on Iran. It is concluded that there has been a dialectical relationship between veiling performance of subjects as agents and viability of the dominant discourse.
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Rahmawati, Yuli, Peter C. Taylor, and Rekha K. Koul. "CRITICAL REFLECTIONS OF A CHEMISTRY TEACHER EDUCATOR IN REVEALING TEACHING IDENTITY: A CRITICAL AUTEOTHNOGRAPHY RESEARCH." JRPK: Jurnal Riset Pendidikan Kimia 3, no. 1 (June 27, 2013): 142. http://dx.doi.org/10.21009/jrpk.031.01.
Full textAbstract:
This article focuses on critical reflections on my teaching identity when I engaged as a co-teacher with three science teachers and their students from different social and cultural backgrounds. I am a university based chemistry teacher educator from Indonesia who worked in a 3-year longitudinal co-teaching project in lower secondary schools in Western Australia. As the research involved critical reflection on my own professional praxis, I adopted a multi-paradigmatic research approach with critical auto/ethnography as the research methodology. Over time, critical reflection enabled me to develop difference awareness, empathy and rapport, sharing of control and power, mutual understanding and negotiation. However, I found myself struggling to engage deeply with the science teachers and their students, due in part to socio-cultural factors. In this article, I investigate my autobiographical self as a science teacher educator facing the dilemma of aspiring to become increasingly empowered whilst simultaneously being controlled by external socio-cultural forces. As I worked with the 3 science teachers I found within their characters a mirror of my own history as a science teacher. I came to realise the power of meaning making for students’ learning and also that in my own teaching history I had ignored it when the power of the technical interest strongly controlled the science classroom. The journey of working closely with the three science teachers invoked in me continuous reflection on my own evolving teaching identity as a science educator who is committed to transformative learning theory, who has faith in constructivism as a pedagogical referent, who envisions better teacher-student relationships, and who is trying to establish the wisdom of dialectical thinking; a set of beliefs that I hope will help me to stay on the pathway of increasing empowerment for better education.
Key Words: Co-teaching, teaching identity, auto/ethnography, transformative learning