Gender - Diversity - Intersectionality - (New) Perspectives in Adult Education

Gender - Diversity - Intersectionality - (New) Perspectives in Adult Education

von: Martina Endepohls-Ulpe, Joanna Ostrouch-Kami?ska

Waxmann Verlag GmbH, 2019

ISBN: 9783830988830

Sprache: Englisch

214 Seiten, Download: 1887 KB

 
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Gender - Diversity - Intersectionality - (New) Perspectives in Adult Education



  Book Cover 1  
  Imprint 4  
  Contents 5  
  Introduction: gender, diversity, intersectionality – (new) challenges in adult education (Martina Endepohls-Ulpe and Joanna Ostrouch-Kami?ska) 7  
  The ‘learned disadvantage’: Unraveling women’s explanations about their greater responsibilities in doing household chores in Portuguese heterosexual couples with children (Cristina C. Vieira, Lina Coelho and Sílvia Portugal) 19  
     1. Patterns of time use among couples and its implications for women (and men’s) individual life: a brief review of studies 19  
     2. Methodology of the research project: Who does what in the couples’ distribution of the household chores? How much time? Why? 22  
        2.1 Participants 22  
        2.2 Instrument of data collection 23  
        2.3 Procedure 24  
     3. Unraveling women’s explanations for their greater responsibilities in doing household chores: interpreting narratives 25  
        3.1 Women’s guilt 25  
        3.2 Women’s obligation 26  
        3.3 Women’s ‘volunteer’ choices 26  
        3.4 Women’s lower social status 27  
        3.5 Women’s commitment to family harmony 27  
        3.6 Women’s connivance with sarcastic explanations 28  
        3.7 Women as ‘elastic’ persons 29  
        3.8 Women’s needs and intrinsic characteristics 30  
     4. Discussion: may public policies improve with data from experience? 30  
     References 32  
  The impact of emotionalization in different text types on women and men in German (young) adults (Melanie Pohl) 35  
     1. Introduction 35  
     2. Emotionalization in different text types 36  
     3. Gender differences 37  
        3.1 Gender differences in emotional reactions 37  
        3.2 “Male” and “female” reading 38  
     4. Study with different text types 39  
        4.1 Choice of text material for the present study 39  
        4.2 Participants and data collection 40  
     5. Results 41  
        (1) Gender differences in reaction on specific emotions 41  
        (2) Gender differences in being moved by the texts 42  
     6. Discussion 42  
        6.1 Implications for education 43  
        6.2 Further research 44  
     References 44  
  Social representations of intimate relationships in female narratives as the effect of social learning (Monika Grochalska) 47  
     Introduction 47  
     The theory of social representations 49  
     Methods 51  
     The female representations of intimate relationships 51  
     Conclusions 57  
     References 58  
  Male project of self-destruction and adult learning of authenticity. Educational challenge for contemporary men (Joanna Ostrouch-Kami?ska) 61  
     Introduction: changes in the system of gender roles 61  
     A way to stereotypical masculinity 62  
     Towards self-destruction: male risky behaviours 64  
     The intersection of (male) gender, class and level of education 66  
     Conclusions: adult learning of authenticity 67  
     References 68  
  Feminine educational paths in three generations with Apulian origin in Milan (Marialisa Rizzo) 73  
     Introduction 73  
     Research question 76  
     Method: an ethno-pedagogical research 76  
     Results: the joint action of gender, generation and cultural heritage. The awareness about conditioned choices 78  
     The reiterations of messages in different social context: the differences of values and the friendships 80  
     The family 81  
     Conclusion 82  
     References 83  
  The gender dimension in assessing migrant women’s nonformal and informal learning and skills (Rita Bencivenga) 87  
     Introduction 87  
     Gender and migration 88  
     RPL, migrants and gender 89  
        Aims and questions of the study 90  
        Method. Data collection, participants and procedure 90  
     Migrant women in the settings observed 91  
     Results 92  
        Initial assessment by NGOs and other organisations 93  
        Relevance of migration and education policies 96  
        Lack of networks but a variety of organisations 98  
     Discussion 99  
     References 102  
  The role of gender and culture for the development of human resources in Kenya (Claudia M. Quaiser-Pohl, Mirko Saunders, Josephine N. Arasa, Priscilla W. Kariuki, & Michaela Heinecke-Mueller) 105  
     1. Introduction 105  
        1.1 Kenya and its culture(s) 106  
        1.2 Gender roles, gender equality and women’s empowerment in the contemporaneous Kenyan society 107  
        1.3 Personality assessment and its relatedness to culture 108  
        1.4 The Five-Factor Model in sub-Saharan Africa and the concept of Ubuntu 109  
        1.5 Gender and personality 109  
     2. Research questions 110  
     3. Method 110  
        3.1 Sample 111  
        3.2 Measures 112  
        3.3 Data analysis 113  
     4. Results 114  
        4.1 SAPI 114  
           4.1.1 Differences between cultures 114  
           4.1.2 Gender differences 115  
        4.2 Social axioms (SAS-II) 116  
           4.2.1 Differences between cultures 116  
           4.2.2 Gender differences 116  
        4.3 Gender role beliefs (GRBS) 117  
           4.3.1 Differences between cultures 117  
           4.3.2 Gender differences 118  
        4.4 Work-life balance and its relationship to other variables 119  
     5. Conclusions 120  
     References 120  
  Gender-related occupational stereotypes, job-related goals, interests and educational and family preconditions of young women and men in apprenticeships in a technological field (Martina Endepohls-Ulpe & Victor Garnier) 125  
     Introduction 125  
     Gender differences in career paths to non-academic technical occupations in Germany 126  
     Theory and research on women in STEM-professions 127  
     Objective of the study 129  
     Method 129  
        Measuring instrument and procedure of data collection 129  
        Statistical analysis 129  
     Results 130  
        Sample 130  
        Job related gender stereotypes 130  
        Disadvantages for women in male dominated professions 131  
        Advantages for women in male dominated professions 131  
        Reasons for choosing an apprenticeship in a technological field 131  
        Social influences in the process of vocational choice 132  
        Favorite subjects in primary and secondary school 133  
        Implementation of interest in and technology and science during school years 134  
     Summary and discussion 134  
     References 136  
  Canada’s Indian Residential Schools, intersectionality and decolonizing adult education (Cindy Hanson) 139  
     Indian Residential Schools 139  
     Indian Residential School Settlement Agreement 140  
     Compensation, reconciliation and education 141  
     Expanding the analysis with intersectionality 142  
     Redress and resistance: Alternative approaches and adult learning 145  
     Negotiating spaces and relations 146  
     References 146  
  Improving the socio-economic integration of Roma women through adult education (Mariya Ivanova & Aneta Dimitrova) 149  
     Introduction 149  
     Empirical research 150  
     Methodology of research 151  
        Approach to data 151  
        Sources of information 151  
        Study limitations 152  
        Methods of research 152  
     Results of the study 153  
        General information about the respondents 153  
        Demographic characteristics 153  
        Macroeconomic and legal prerequisites for the integration of Roma women in Bulgaria 154  
        Legislation, Employers and Retraining of Roma Women 156  
     Findings and interpretations 156  
     Conclusion 158  
     References 159  
  Complexing gender in a context of multiple layer hierarchies. A case study from training French nursery professionals on gender (Elisabeth Hofmann & Rachel Besson) 163  
     Introduction 163  
     1. Contextual elements 164  
     2. The object of the research: Gender training for nursery professionals 165  
     3. An action research-methodology mobilising various data and sources 167  
     4. The unexpected turning point: the surfacing of the intersectional dimensions 169  
     Conclusion 172  
     References 173  
  Gender inclusion 2.0: Working with norm-critical perspectives for adult educators (Susanne Kreitz-Sandberg) 175  
     Introduction 175  
     Background: Folk high schools and adult education in Sweden 176  
        Description of the folk-high-school teacher-education programme 177  
        Gender lecturer 177  
     Theoretical perspective 178  
        Gender inclusion 178  
        Norm-critical thinking as theoretical point of departure 178  
        Functional and attitudinal development 179  
     Empirical and methodological framework 179  
        Data collection 179  
        Research ethics 179  
     Findings: Working with gender inclusion in folk-high-school teacher education 180  
        Adapting teacher training to the egalitarian tradition of folk high schools 180  
        Introducing gender content 181  
        Working with norms 182  
        Gender-sensitive teaching and professional practice 184  
        University pedagogy 185  
     Discussion: Gender inclusion 2.0 185  
     Limitations 186  
     References 186  
  Co-curation, re-framing cultural spaces from an outsider lens (Alexis K. Johnson) 191  
     Cultural institutions and the world view 192  
     Arts educators as change makers 193  
     Co-curation 193  
     Blue Train: Case study 193  
     Conclusion 195  
     References 195  
  The feminist museum hack: A cultural pedagogy of seeing the unseen (Darlene E. Clover and Kathy Sanford) 197  
     Introduction 197  
     The feminist museum hack 201  
        Quantitative seeing 203  
     Permanence, temporality and framing 203  
        Interrogating the ‘scripto-visual’ 205  
        Disruption and agency 206  
        Anger as possibility 206  
     Final thoughts 207  
     References 207  
  Notes on contributors 210  

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