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
Format: PDF, auch als Online-Lesen
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 |