Gotowa bibliografia na temat „Gender identity in education – Western Australia”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Gender identity in education – Western Australia”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Gender identity in education – Western Australia"
Gurko, T. A., M. S. Mamikonian i E. K. Biyzhanova. "THE STUDIES OF GENDER IDEOLOGY OF THE YOUTH: THE REVIEW OF FOREIGN PUBLICATIONS". Sociology of Medicine 17, nr 2 (15.12.2018): 104–13. http://dx.doi.org/10.18821/1728-2810-2018-17-2-104-113.
Pełny tekst źródłaNang, Charn, Deborah Hersh, Katie Milton i 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, nr 3S (19.10.2018): 1244–58. http://dx.doi.org/10.1044/2018_ajslp-odc11-17-0201.
Pełny tekst źródłaGerges, Martha, Allan Ben Smith, Ivana Durcinoska, Henry Yan i 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, nr 7 (lipiec 2018): e021666. http://dx.doi.org/10.1136/bmjopen-2018-021666.
Pełny tekst źródłaLyons, Anthony, Joel Anderson, Mary Lou Rasmussen i Edith Gray. "Toward making sexual and gender diverse populations count in Australia". Australian Population Studies 4, nr 2 (16.11.2020): 14–29. http://dx.doi.org/10.37970/aps.v4i2.69.
Pełny tekst źródłaDíaz, Criss Jones. "Latino/a Voices in Australia: Negotiating Bilingual Identity". Contemporary Issues in Early Childhood 4, nr 3 (wrzesień 2003): 314–36. http://dx.doi.org/10.2304/ciec.2003.4.3.7.
Pełny tekst źródłaDermer, Anthony. "Imperial values, national identity". History of Education Review 47, nr 1 (4.06.2018): 25–39. http://dx.doi.org/10.1108/her-03-2017-0003.
Pełny tekst źródłaDevos, Anita. "Learning to labour in regional Australia: gender, identity and place in lifelong learning". International Journal of Lifelong Education 30, nr 4 (sierpień 2011): 437–50. http://dx.doi.org/10.1080/02601370.2011.588460.
Pełny tekst źródłaEdwards, Peter. "Science and Aboriginal Education". Australian Journal of Indigenous Education 21, nr 5 (listopad 1993): 33–41. http://dx.doi.org/10.1017/s0310582200005940.
Pełny tekst źródłaLAHMANN, 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, nr 3 (1.09.2018): 378–406. http://dx.doi.org/10.17763/1943-5045-88.3.378.
Pełny tekst źródłaHsieh, Jasper Kun-Ting. "An Ethnography of Taiwanese International Students’ Identity Movements". Journal of International Students 10, nr 4 (15.11.2020): 836–52. http://dx.doi.org/10.32674/jis.v10i4.1065.
Pełny tekst źródłaRozprawy doktorskie na temat "Gender identity in education – Western Australia"
McKenna, Tarquam. "Heteronormativity and rituals of difference for gay and lesbian educators". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0129.
Pełny tekst źródłaSimons, Leah Valerie. "Princes men : masculinity at Prince Alfred College 1960-1965". Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phs6114.pdf.
Pełny tekst źródłaHarwood, Susan. "Gendering change : an immodest manifesto for intervening in masculinist organisations". Western Australia. Police Service, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0017.
Pełny tekst źródłaJose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /". Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.
Pełny tekst źródłaRazey, M. A. "Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions /". View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030402.113451/index.html.
Pełny tekst źródłaA thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Bibliography: leaves 139-170.
Bayat, Abdullah. "The identities and practices of school administrative clerks in selected schools in the Western Cape". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86305.
Pełny tekst źródłaENGLISH ABSTRACT: School administrative clerks are a category of educational worker that is normally overlooked by those doing research on schools. These workers are also ubiquitously underappreciated in school discourses. There is a lack of research on the identities and practices of administrative clerks which is the specific focus of this thesis. This thesis aims to address this knowledge gap in the literature. Therefore the research questions addressed in this thesis were: (1) how are school administrative clerks’ identities and practices constituted? (2) what are school administrative clerks contributions to the functioning of schools? The research questions were answered by conducting a qualitative study that involved interviewing and observing three purposively chosen school administrative clerks as well as conducting document analysis of policy documents. The analysis of the data was written up in four articles, each employing theoretical frameworks apposite for the analysis that it pursued. The articles variously addressed the way in which school administrative clerks’ identities and practices are negotiated. They provided insight into their professional contributions in their worksites. This is a thesis by articles. It consists of six chapters. The introductory wraparound chapter is followed by four articles, which constitute the four middle chapters of the thesis. These four academic articles have been published in, or submitted for publication to, different journals. Chapter six is the conclusion chapter. The insights gained from the four articles were that the administrative clerks’ identities and practices were constituted by their exercise of agency. They enacted what I regarded as a form of ‘subordinated agency’. The first article suggests that their reflexive agency resulted in spatial practices that made a contribution to their schools’ management and teaching practices. The second article suggests that administrative clerks’ rhetorical agency was established through their careful and tactful negotiation of rhetorical spaces in order to exercise their voice. They accomplished this through their resistance to the rhetorical norms of the school. The third article argues that they enacted an ethical agency which was instantiated through their quest for self-transformation which led to professional practices that had considerable positive consequences for the school. The fourth article posits that their accumulation of information and relational resources translated into a form of participatory capital that laid the foundation for their agency. It is through the deployment of their participatory capital that they exercised their agency to fashion unique professional identities. The conclusion of the thesis is that agency plays a significant role in the way that school administrative clerks’ identities, practices and their contribution to their school spaces are instantiated. School administrative clerks’ identities and practices are constituted by the subordinated agency that they are able to marshal within the professional spaces of their work environments. It is this subordinated agency that propels the administrative clerks’ daily creative boundary crossings between their school management practices on the one hand and their broader educational practices on the other hand. The study thus presents an analysis of their incisive professional contribution in spite of their putative subordinated status.
AFRIKAANSE OPSOMMING: Skool administratiewe klerke is 'n groep opvoedkundige werkers wat normaalweg oor die hoof gesien word wanneer navorsing in skole gedoen word. Hierdie groep word ook duidelik onder verteenwoordig in diskoerse oor skole. Daar is 'n gebrek aan navorsing oor die identiteite en praktyke van administratiewe klerke. Laasgenoemde is die spesifieke fokus van hierdie tesis. Hierdie tesis poog om hierdie leemte in die literatuur aan te spreek deur die volgende navorsingsvrae aan te spreek: (1) hoe word skool administratiewe klerke se identiteit en praktyke gekonstrueer? (2) wat is die skool administratiewe klerke se bydrae tot die funksionering van skole? ’n Kwalitatiewe studie is gebruik om die navorsingsprobleem aan te spreek. Dit het die vorm van dokumente analise sowel as onderhoude en waarnemings van drie administratiewe klerke aangeneem. Elk van hierdie artikels spreek die skool se administratiewe klerk se identiteit en praktyke aan deur van ’n verskillende teoretiese raamwerk gebruik te maak. Hierdeur is insig verkry in hul professionele bydrae in hul onderskeie werksomgewings. Hierdie is 'n tesis deur artikel publikasie, wat uit ses hoofstukke bestaan. Die inleidende hoofstuk word gevolg deur vier hoofstukke, elk in die vorm van ’n artikel. Hierdie vier akademiese artikels is reeds gepubliseer of voorgelê vir publikasie in verskillende joernale. Die gevolgtrekking word in hoofstuk ses aangebied. Die vier artikels het na vore gebring dat skole se administratiewe klerke se identiteite en praktyke gekonstitueer word deur die uitoefening van hulle agentuur. Daar is bevind dat hulle ’n ondergeskikte agentuur uitoefen. Die eerste artikel benadruk dat hul agentuur die resultaat is van hulle refleksiewe ruimtelike praktyke. Die tweede artikel benadruk dat administratiewe klerke se retoriese agentuur voorgebring word deur hulle retoriese ruimtes, waarin hulle hulself laat geld deur versigtige en taktvolle optrede. Laasgenoemde word vermag deur hul dialektiese weerstand teen ruimtelike norme. Die derde artikel suggereer dat administratiewe klerke 'n etiese agentuur verkry deur hulle soeke na self-transformasie. Ek wil aanvoer dat laasgenoemde aanleiding gee tot professionele praktyke wat ‘n beduidende positiewe uitwerking op die skool het. Die vierde artikel dui daarop dat hul versameling van inligting en beskikbare bronne die grondslag lê vir hul agentskap. Dit is deur middel van die ontplooiing van hul deelnemende kapitaal dat administratiewe klerke by skole hulle agentskap so uitoefen dat dit meewerk in die vorming van hul unieke professionele identiteite. Die gevolgtrekking van hierdie proefskrif is dat agentskap 'n beduidende rol speel in die wyse waarop die identiteite en praktyke van ondergeskiktes soos administratiewe klerke in skoolruimtes gevorm word. Skool administratiewe klerke se identiteit en praktyke word gekonstitueer deur die ondergeskikte agentskap wat hulle in die professionele ruimte van hulle werksomgewing versamel. Dit is hierdie ondergeskikte agentskap wat dit vir die administratiewe klerke moontlik maak om daagliks die grense tussen skool bestuurspraktyke aan die een kant en hulle breër opvoedkundige praktyke aan die ander kant te oorbrug. Hierdie tesis bied 'n analise van die waardevolle professionele bydrae van skool administratiewe klerke, ten spyte van hulle ondergeskikte status.
Książki na temat "Gender identity in education – Western Australia"
Rethinking gender in early childhood education. London: Paul Chapman Pub., 2000.
Znajdź pełny tekst źródłaShards of glass: Children reading and writing beyond gendered identities. St. Leonards, N.S.W., Australia: Allen & Unwin, 1993.
Znajdź pełny tekst źródłaShards of glass: Children reading and writing beyond gendered identities. Cresskill, N.J: Hampton Press, 1993.
Znajdź pełny tekst źródłaDavies, Bronwyn. Shards of glass: Children reading and writing beyond gendered identities. Cresskill, NJ: Hampton Press, 2002.
Znajdź pełny tekst źródłaDavies, Bronwyn. Shards of Glass: Children Reading and Writing Beyond Gendered Identities (Language and Social Processes). Hampton Pr, 2003.
Znajdź pełny tekst źródłaUrrieta, Luis, i George W. Noblit. Theorizing Identity from Qualitative Synthesis. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190676087.003.0011.
Pełny tekst źródłaTeoh, Karen M. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.003.0001.
Pełny tekst źródłaJohansen, Bruce, i Adebowale Akande, red. Nationalism: Past as Prologue. Nova Science Publishers, Inc., 2021. http://dx.doi.org/10.52305/aief3847.
Pełny tekst źródłaCzęści książek na temat "Gender identity in education – Western Australia"
Farmer, Lesley S. J. "Gender Issues in Online Education". W Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies, 105–21. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-791-3.ch008.
Pełny tekst źródłaBunda, Tracey, Jing Qi, Catherine Manathunga i Michael J. Singh. "Enhancing the Australian Doctoral Experience". W Student Culture and Identity in Higher Education, 143–59. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2551-6.ch009.
Pełny tekst źródłaBunda, Tracey, Jing Qi, Catherine Manathunga i Michael J. Singh. "Enhancing the Australian Doctoral Experience". W Indigenous Studies, 158–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch009.
Pełny tekst źródłaChiweshe, Manase Kudzai. "More Than Body Parts". W Handbook of Research on Women's Issues and Rights in the Developing World, 170–88. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3018-3.ch011.
Pełny tekst źródła"feminine, masculine vocabulary is rarely questioned, yet its usage creates expectations that determine male as the norm, female as the secondary. Verbal descriptions of sex and gender construct, not merely describe. Such construction of belief can be found transmitted through dictionaries. When defining ‘manly’ Webster’s Dictionary says that manly means: …having qualities appropriate to a man: open in conduct bold resolute not effeminate or timorous gallant brave undaunted drinks beer. [Give me a break!!!] For ‘womanly’ one finds: …marked by qualities characteristic of a woman, belonging to attitudes of a woman not a man. Female is defined by the negative of the other, of the male. In this way, sexism pervades the ‘objective’ nature of the dictionary, subordinating the female to the male. Sexist language pervades a range of sacred texts and legal texts and processes. Religion can be and is one of the most powerful ideologies operating within society, and many religions and religious groupings are hierarchically male oriented. The law maintains that the male term encompasses the female. Many religions maintain that man is made in the image of God; woman in the image of man. The female is once removed in both law and religion. Even in the 19th century, English law continued to maintain that the Christian cleaving of male and female meant the subjugation of the female and the loss of her property and identity to the male. English family law was based upon Christian attitudes to family and accounted for the late introduction of flexible divorce laws in the 1950s. Both law and Christianity reflect a dualism in Western society. The power of language is illustrated here. A pervasive sexism is made possible and manifest through language which, therefore, easily carries discrimination. So far, the discussion has centred on the construction of the world by, and through, language as written word. There are different ways of speaking and writing. People use the modes of speaking and writing experience and education notes as the most appropriate. However, language exerts power, too, through a hierarchy given to ‘ways of speaking’; through a hierarchy based on accent as well as choice of, or access to, vocabulary. People often change the way they speak, their accent and/or vocabulary. Such change may be from the informality of family communication to the formality of work. It may be to ‘fit in’: the artificial playing with ‘upper class’, ‘middle class’, ‘working class’, ‘northern’ or ‘Irish’ accents. Sometimes presentation to a person perceived by the speaker as important may occasion an accent and even a vocabulary change. Speakers wish to be thought well of. Therefore, they address the other in the way it is thought that the other wishes or expects to be addressed." W Legal Method and Reasoning, 25. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-12.
Pełny tekst źródła