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Feminist classrooms employ a variety of teaching strategies that empower students and inspire equity and justice. In this paper, we argue that integrating student-made documentary filmmaking into the college classroom is a powerful and effective form of feminist teaching. Specifically, feminist pedagogy views students as knowledge creators and demands collaborative, non-hierarchical learning experiences. These outcomes suggest that documentary filmmaking is a compelling and effective way to engage students in our increasingly visual and video-based culture. Based on our experiences teaching sociology at a women's college in the U.S., we illustrate the impact that documentary filmmaking has for student learning, empowerment, and justice work. We also develop and strengthen students' technical, multi-media skills, arguing this outcome expands feminist pedagogy to meet contemporary culture. [ABSTRACT FROM AUTHOR]

Presenting research findings outside of the form of a traditional research report requires different modes of making and communicating. This paper offers an account of how The #FEAS Report, a satirical news video, was made to communicate the findings from interviews and a survey as part of the mixed-methods study, Sexism, Higher Education, and COVID-19: The Australian Perspective to a wider public. Three creative tactics for research communication were used: DIY aesthetics, humour, and situated bodies. These communication tactics enabled the researchers to think differently about what research findings mean, and how to articulate them in ways that are intelligible. The paper shows how these tactics worked to bring findings to audiences beyond the academy and ask audiences within the academy to think differently about research reporting and knowledge communication. The paper considers how performing research in this way generates different conversations that compliment those started by more common ways of presenting research findings, and most importantly, how crucial it is for feminist researchers to make space for the creative within contemporary higher education. [ABSTRACT FROM AUTHOR]

This paper reflects on teaching a postgraduate degree which aims to support students to understand and challenge gender violence and contribute to gender justice. It explores three dilemmas: (i) epistemological – how to create a curriculum which embraces diverse knowledges and decentres perspectives which can produce violence; (ii) pedagogical – how to create a learning space which generates intersectional gender justice; (iii) ethical – how to engage with violence suffered by others – and selves – without propagating further harm. Exploring how the author navigates these dilemmas, the paper argues that teaching this degree entails more than developing students' theoretical knowledge and critical analysis skills. It requires providing opportunities for students to contribute to the degree and supporting them to build skills in self-reflection, empathetic communication and collective witnessing. It means making space for students to work through precarious moments and process their own encounters with gender injustice and violence. [ABSTRACT FROM AUTHOR]

This paper discusses the possibilities of sound and sonic thinking as feminist pedagogical tools for self-reflexivity, reimagining, and communal awareness. The collaborative reflections of the facilitators of and two participants in the Gender and Sound course that took place within the body of Bilimler Köyü – an alternative educational initiative with a focus on transdisciplinary, collaborative, and ecologic learning – theoretically argue that sonic thinking opens space for the questioning of dominant cultural narratives, identities and structures, and for thinking about possible subject positions beyond those which are already established. Therefore sound, as an umbrella term for the auditory, constitutes technologies of the self that might have the ability to reconceptualize the self, agency and resistance. [ABSTRACT FROM AUTHOR]

This viewpoint paper considers the relationships between conferences and activism by examining the events surrounding the World's Oldest Oppression, a conference held in Melbourne, Australia in 2016. This conference attracted swift protest action from local sex workers, much of which was executed online. Drawing from the documentation of these events in blogs, opinion pieces, and social media, this paper develops two observations. First, it situates the World's Oldest Oppression within a trend toward conferences that blur the lines between academic and activist, and considers its use of feminist pedagogies to make space for marginalised stories. Secondly, it posits a tension between the stories the conference sought to generate and share, and the unsolicited stories of sex workers. Characterising this tension as a clash of counterpublics, it discusses the implications of an activist-oriented conference being met with activism of another kind, arriving unauthorised and unannounced. [ABSTRACT FROM AUTHOR]

By employing a Critical Discourse Analysis (CDA), this paper examines the issues of women's movement and empowerment by exploring the literacy practices of feminist activists. The narratives of literacy and its impact on women's empowerment have been dominated by economic approaches. Freire's notion of consciousness-raising has provided insight into the importance of women's agency and their ideological struggle in fighting patriarchal ideologies through critical literacy practices. By taking the case of Women's March Serang (WMS), we explore alternative stories of critical literacies and women's empowerment and argue that critical literacies serve as a valuable mediating tool by which the women's movement group could both transform themselves and engage in wider social activism. More specifically, WMS employs critical literacies to advocate gender equality and social inclusion in order to mobilize resources in a relatively patriarchal culture. From marching on the street to digital campaigns in social media, WMS has challenged the dominant discourse of functional literacy and women's empowerment and demonstrated the adaptability of critical literacy practices in ongoing ways to support social activism and advocacy. [ABSTRACT FROM AUTHOR]

The Saudi 2030 vision states it is committed to empowering women through education and employment, but the literature scarcely addresses their everyday realities. This paper utilises a critical realist perspective to examine the mechanisms emerging from the interplay of structural and cultural factors that impact women's empowerment concerning local realities in Saudi Arabia. Situated within a broader study, this research explores the qualitative element of women's work and education experiences by analysing policy documents and semi-structured interviews. The findings indicate that structure and culture have a diverse impact on education and employment, which may ultimately lead to disempowerment. [ABSTRACT FROM AUTHOR]

This paper explores women's experiences in academia through collective biography from a feminist, transdisciplinary, intersectional frame. Crosscutting disciplines, classifications, and subject positions, we use dialogue to explore the nuances of what it is to be a woman in academia, and the experiences of building and developing community as women. We draw on data from a fall 2020 focus group where we each were part of a course in designing qualitative inquiry, as well as our reflections, memos, and conversations in dialogues that followed. These dialogues are accentuated with footnotes that function as a concurrent playlist of research, art, and music reflecting women's lives and experiences. We use poetic transcription and audio poetry to offer the texture of our experiences, offering both methodological and empirical implications for studying and researching women's experiences in academia. [ABSTRACT FROM AUTHOR]

Universities are increasingly recognized as spaces and cultures where gendered and sexualized harassment is endemic. This article pays close attention to the manifestations of sexualized behaviours in a campus university in the UK, examining some of the ways in which formations of masculinity are encouraged and reproduced through university structures, processes and aesthetics. The discussion draws on data generated by a creative project utilizing film-based materials as a prompt for collaborative reflections. Bringing together staff and students from across the university in a creative space enabled diverse experiences to be shared and produced rich and detailed insights across disciplinary and generational differences. The paper argues that such creative interventions are a vital form of feminist pedagogy offering a powerful resource for future work in this increasingly urgent field of study. [ABSTRACT FROM AUTHOR]

Despite ongoing attempts to disrupt the white cis-hetero-masculine nature of the literary canon the secondary school English curriculum remains tethered to its lineage. In conversation with feminist new materialist scholars who argue that the stories we read and write have material affects on who we are becoming, this paper argues that in order to mobilise change in the secondary years of schooling, interventions into the canon must move beyond (re)forming text lists or providing teachers with readymade pedagogical resources. Drawing on the Australian context, the authors outline some of the contemporary challenges teachers face in diversifying and decolonising the curriculum. Drawing on their Literary Linking Methodology the authors discuss a pilot project that seeks to unsettle the canon by supporting teachers to undertake extended immersion with both contemporary literary texts and archival research. Accordingly, this paper contributes to understandings of the tensions and challenges teachers face in introducing contemporary Australian texts into the curriculum and offers insights into the ways in which professional learning might be (re)imagined so that English teachers might draw on available cultural resources as researchers and literary knowledge producers in the twenty-first century. [ABSTRACT FROM AUTHOR]

Over the past decades, research has documented how endemic racism, sexism, and ableism are in academia. Universities have complaint procedures to address these issues. Much research focuses on individual experiences of making a complaint and the institutional uptake of complaints and demonstrates how such ‘isms’ are located in the individual rather than in the institution. This paper instead scrutinizes how complaint procedures mask and reproduce the structures with which complaints are concerned resulting in the complaints’ limited transformative abilities. I demonstrate how complaint procedures only allow for treating complaints as isolated, singular and unusual events that require temporary solutions, which ensures that complaints and complaint work are peripheralized while the white patriarchal ableist core of universities remains intact. Complaints as efforts of inverting the white patriarchal university are too limited as they are quickly reverted. Hence, what is needed is more than a mere procedure but a total inversion of the institution to make difference fit which requires work that goes in and beyond one’s institution. [ABSTRACT FROM AUTHOR]

This paper explores a teaching practice that considers equality in social studies in a Swedish upper secondary school. The questions explored were: What become produced within the teaching practice? and How to encounter these issues without reproducing them? To explore these questions I put to work a theoretical framework of feminist post-humanism and a participatory methodological approach. This meant that I collaborated with one teacher and participated in planning and teaching activities. The analysis of the teaching practice focuses on three events involving cries, lines and stairs; these events display the complex processes in which norms and categorizations are produced and revealed how both stabilizations and tensions became enacted within the teaching. In the concluding remarks, I further discuss these tensions in terms of troubles and hopes and elaborate on the encounter between social studies curriculum and a feminist post-humanist approach. [ABSTRACT FROM AUTHOR]

Editorial. Comments on the papers published in the special September 2003 issue on 'Diverse Working-class Femininities and Education' of the periodical 'Gender and Education.' Concerns about the supposed crisis of masculinity permeating academic writings, policy discourses and media reports; Feminists' views on the crisis; Boys' educational underachievement.

Editorial. Illustrates how, since its inception in 1989, 'Gender and Education' has been a beacon for the finest scholarship in the field of gender and educational theorizing. Journal's extra-curricular developments; Analysis of the content of papers published; Highlight of stereotypes of feminist scholarship relating to education; Impact of feminist interest in masculinities as the growth areas of the 1990s.

Gender and Education publishes articles that are considered as key references in the field, but at present the journal has limited connection with Gender Studies in Latin America. To understand this, all the titles and abstracts of the issues published between 2011 and 2013 were read. In this period, Gender and Education published 141 original articles, and among them only four were about Latin America. Altering this situation demands specific actions, including those that the Editorial Board is already planning. However, such reading brought to light many other questions that might be analysed in the context of the North/South division of intellectual labour. This essay discusses only one of them: the fact that articles about countries in the global South often identify their location in their titles, while this is rare among papers about metropolitan countries. An apparently simple change is suggested: that the authors question themselves about how far their ideas are understandable to readers from other parts of the world. [ABSTRACT FROM AUTHOR]

This paper examines the challenges of using feminist pedagogies in the development of school-based interventions to address Violence Against Women in Sexuality and Relationships Education in Australia. The focus of the paper is a feminist-based classroom program developed by a group of teachers, which was piloted in three secondary schools in Melbourne. The paper uses interview data from the teachers who taught in the program as well as the students who completed it to explore the feminist discourses embedded in the key program resources. The analysis shows that the program draws heavily on liberal and radical feminist approaches, both perceived by many gender scholars as having limited understandings of gender by comparison with post-modern approaches. The data also indicate that these approaches have the potential to elicit powerful responses from students, raising their awareness of sexism, objectification and sexual safety. The paper concludes by arguing that, while many scholars see post-modern approaches as conceptually superior, they are in practice extremely difficult to operationalize and therefore of limited practical use. [ABSTRACT FROM AUTHOR]

This paper presents the work of three researchers in a self-study on researcher positionality using the reflective practice and pedagogy of correspondence as preparation for future work with mapuche women in Chile. We start from the assumption that research with and on indigenous groups has a historical debt to consider given the ways in which it has historically perpetuated and been complicit in violence against indigenous people. With this is mind we ask: what can a focus on researcher's positionality and epistemologies bring to future work on mapuche women's educational experience? What does it contribute to work that refuses the violence that academia perpetuates on indigenous knowledges and communities? This paper is an invitation to reflect on how we can decolonize our methodologies as a way to work through the historical debt that academia has with and to indigenous groups. [ABSTRACT FROM AUTHOR]

This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies and interpersonal ones governing day-to-day working relationships. The findings contribute to a growing body of international research on gender constructions in the academy, where both inhibiting and exclusionary barriers are examined in focus group discussions (FGDs) in terms of gendered constructions that are perceived to impact upon the career opportunities of women academics. Analysis of data encouraged the employment of a ludic construction in this critical exploration of games playing and 'gamesmanship' (a masculinised term); these being themes raised in the FGDs as representing blocks and challenges to women's academic careers. [ABSTRACT FROM AUTHOR]

This paper explores the concept of voice in relation to a research project, now in its developing stages, in which I examine how rural youth imagine their futures in the context of a career-based learning programme called The Real Game. The paper enters into conversation with feminist post-structural scholars of education in order to situate the problematic of voice within broader epistemological and ethical questions regarding representation and responsibility in research. Exploring the limits and possibilities of the proposed study, and of critical feminist ethnographies more broadly, the paper is divided into three sections: speech, representation, and ethics. Questions of voice serve as an entry point into a larger interrogation of the interrelations of theory, epistemology, and ethics in research practice. The study's specific focus on imagined futures provokes questions about how relations of time shape the production of youth subjectivities and feminist scholarship. [ABSTRACT FROM AUTHOR]

This paper draws on in-depth interviews with five working class women who work/have worked as schoolteachers in inner city settings. The paper explores their subjective and continuing engagement with their class origins--their footprints in their past--as well as the way in which social class is implicated in their professional contemporary worlds--their footsteps forward. The paper argues that through exploring female classed experiences, social class can be seen as a complex amalgam of economic and material conditions as well as embodied lived experiences and subjectivities. [ABSTRACT FROM AUTHOR]

This paper looks back on the methodology and experience of feminist consciousness-raising (CR) in the 1970s, in relation to the current re-emergence of feminism. It constructs an argument that a new wave of CR is desirable so as to construct new forms of feminist pedagogy and activism. The paper will argue that contemporary feminism in the UK and USA would benefit from this kind of methodology, through which a standpoint is constructed. The core of the paper is an analysis of how CR works as an affective and social process. Drawing on academic studies and participant accounts, the paper reconstructs the mechanisms through which participants' subjectivities and narratives are expressed and transformed. It suggests that these mechanisms express different non-homogeneous temporalities. The paper invites feminist pedagogy to get back to the base level of experience and unfold new theories and strategies to address the current context. [ABSTRACT FROM AUTHOR]

This paper describes research exploring discursive constructions of gender and discursive/material intra-actions in two PreK classrooms in the United States, specifically through documentation of children's play. Using a feminist poststructuralist lens, the research illustrates ways in which children are subjected through performative iterations of heterosexual gender norms. Extending these insights, we consider the effect of non-human agentic matter, such as spaces and objects in intra-action with children in constituting gender and identity. The research shows how children's performances of gender, and especially their enactments of the heterosexual matrix, were often in relation to the material play items and the adult-deemed acceptable discursive topics for four-year-olds. The heterosexual matrix was both (re)inscribed and resisted in relationality to open and subversive spaces as children brought 'difficult knowledge' into their play. It is proposed that gender fluidity be supported in open and subversive spaces and that gender binaries can be challenged and renarrativized to incite more gender fluid knowings and becomings in early childhood education and care. [ABSTRACT FROM AUTHOR]

This article examines the significance of neoliberalism in re/shaping the gendered timescapes of higher education in Ghana through its intersection with patriarchal forces. It draws from a project aiming to create non-hierarchical, co-mentoring spaces in which participants collaboratively generate feminist analyses. Letter-writing was identified as a form of feminist praxis and an auto/biographical method to access the multidimensional inequalities women navigated in their careers. Opening counter-hegemonic time–space and providing feminist conceptual resources, the women explored their aspirations, experiences, and subjectivities. In Ghana, women are attempting to balance the accelerated temporalities of neoliberal higher education, as productive subjects, with the explicit demands of patriarchy, which construct them primarily in reproductive terms as wives and mothers. Our collective reflections illustrate that intersecting forces are at play that impact women's higher education careers in unpredictable and contradictory ways. [ABSTRACT FROM AUTHOR]

Since 1933 marked the end of autonomous and democratic women’s associations, historiography tends to neglect the study of feminist voices under National-Socialism. This paper looks at one ofvölkischfeminist movement’s leaders, writer and journalist Sophie Rogge-Börner (1878–1955), whose claims for gender equality were rooted in anti-Semitism and scientific racism. In its first section, the paper will present the core aspects of her racial-feminist discourse. The second section will discuss Sophie Rogge-Börner’s philosophy of education in detail to compare her conceptions to the official national-socialist ideology. By doing so, this paper will address the issue of women’s engagement, agency, and autonomy in the radical right. [ABSTRACT FROM PUBLISHER]

This paper aims to contextualise debates on the sexualisation of girls by providing ways of interpreting it from different perspectives – including the perspectives of girls themselves. Asking not are girls being prematurely sexualised but how can this debate be understood as a feature of time and place and how does it relate to the lives of girls as they approach puberty and their first sexual experience? In a parallel approach to other commentaries on sexualisation, the paper takes a deconstructionist approach to recurrent themes of the debate such as the ideal of childhood innocence/protection, to provide an interpretive lens for understanding the emergence of a public concern that places girls at the centre. In doing so, the paper considers four ways of looking: the impact of second-wave feminism; the increased sexualisation of culture; the erotic potential of girls; and the lived experience of girlhood, as perspectives offering some explanatory power for present times. [ABSTRACT FROM AUTHOR]

Socialist egalitarianism and empowerment represent two different routes for realising equality of group differentiation. The former is pursued through top-down enactment by state apparatuses, while the latter closely relates to autonomous social movements, such as those occurring in liberal democratic societies. Using the experience of minority women in China, the paper examines socialist equalisation through state education through the lens of empowerment. Higher education is drawing special attention because it is regarded as a strong path for addressing inequality based on gender and ethnicity, as well as promoting individual empowerment. The data were collected through interviews at three Chinese universities. Based on deconstructions of these two concepts, the paper suggests a complicated interweaving of socialist egalitarianism and empowerment. The experiences of minority university females are embedded in a matrix of empowerment, which is mediated by three patriarchal relationships (shaped by the state, the majority and males) in a socialist regime. [ABSTRACT FROM AUTHOR]

This paper explores feminist pedagogy classroom conflict through looking at how time, in a psychoanalytic sense, can rupture straightforward interpretations of manifest classroom dynamics. I use the concept of transference to consider how classroom conflict is complicated by the reliving and replaying of past conflicts in the pedagogical arena, a dynamic that is more unwieldy in feminist pedagogies that rely on personal experience and dialogue. Conflicted classroom experience can also reappear and be repeatedly relived in fantasy; I examine how fantasy can work as an ego defence at the same time that it can be a location for learning about the conflict that produced it. Finally, I draw on Freud's concept of deferred action to explore the haunting of difficult classroom experience. My central concerns lie in the difficulties of crafting learning from feminist pedagogy conflict and of arriving at a tolerable afterwards to such conflict. [ABSTRACT FROM AUTHOR]

This paper seeks to build on feminist and egalitarian critiques of the traditional allocation of care work to mothers, particularly in relation to understandings of educational care work. It seeks to locate the emotional support work carried out by mothers in the educational field within their daily routines of care, and to make visible the inalienable nature of this gendered work. The paper draws on key findings from an in-depth qualitative study carried out with a sample of 25 mothers in Ireland. It explores mothers' perspectives and understandings of emotional caring within their diverse social positionings, at the time of their children's transfer to second-level education. The findings suggest that mothers, irrespective of their differences, are subject to a moral order of care that necessitates the performance of a great deal of emotional work. This moral imperative is ubiquitous, operating through deeply internalized gender ideologies, and mothers' understandings of care as love. It cements mothers as moral workers, which frees men for other activities. This is a serious issue for women's equality and development, one that must be heard beyond the private space of the home, one that must claim space in public discourse, including the field of education. [ABSTRACT FROM AUTHOR]

This paper explores the emotional resources generated by working class mothers to support their children at school. Analysis of material from qualitative interview research with a range working class mothers will focus on specific accounts of children’s school lives to reveal how situated meanings can clash with institutional expectations. By drawing on the concept of emotional capital I show how sanctioned models of parental involvement in education demand an emotional investment that makes considerably more sense to middle class mothers, reaping academic success and a positive experience of intimacy. In contrast working class parents and their children commonly experience school in terms of conflict and stress, requiring a different kind of emotional capital. For these mothers, emotional investments are focused on keeping their children safe, soothing feelings of failure and low self‐worth, and challenging injustice. The paper argues that material and social contexts shape and contain mothers’ emotional commitments to their children and calls for a greater recognition of the contributions made by working class mothers in enabling their children to survive school. [ABSTRACT FROM AUTHOR]

The paper is part of a wider study into how women's studies was introduced in the academic curriculum in the United Kingdom, Canada and the USA. It looks at the sexual politics of the academy during the 1970s and 1980s, and at how they are now remembered. Women's studies was inextricably bound up in the politics of feminist activism in the period, including the ideal of working collectively in women-only groups. But the academy was male-dominated and the consent of male colleagues was indispensable. There was a further challenge to separatist practice if men wished to enroll as students. The paper starts by setting the research in the context of influential texts such as Kate Millett's Sexual politics (1972) and the framework of patriarchy. Using recorded interviews with key activists, the paper traces interaction with male colleagues. The second part reflects on how, thirty years later, the concept of patriarchy has been developed by intellectual work on gender, and by a more complex understanding of sexual identity and its interaction with sexual politics, now reflected in the curriculum, and in the re-naming of women's studies as gender studies. [ABSTRACT FROM AUTHOR]

Educational spaces have long provided opportunities for politicisation and activism. However, research into the processes through which students become politicised can often focus on participation in recognised forms of political action, thereby ignoring the multiple factors active in developing a political consciousness. This paper draws on narrative interviews with feminist women to consider the importance of education to their experience of becoming feminist. It considers how, for a particular group of women who were all students or recent graduates of non-STEM disciplines, academic feminism formed an important part of their narrative of becoming feminist. Each of the women referred to having a long-standing feminist inclination, instinct or feeling and indicated that studying academic feminism offered them the tools for reflecting on and articulating this. [ABSTRACT FROM AUTHOR]

Critical thinking is often understood as a set of tangible, transferrable and measurable skills and competencies. Yet, it is also an intensely affective experience that is complex, contingent and contextualised. Using interview, focus group and observation data conducted with 15 first-year undergraduate social science students at a UK research-intensive university, this paper explores how students negotiate the complex knowledge practices that constitute critical thinking, particularly the affects of being and becoming critical. The theoretical tools offered by Karen Barad and Sara Ahmed allow a conceptualisation of critical thinking as a complex phenomenon of socio-material and affective practices. This paper turns to Barad and Ahmed to explore the potential of their clashing theorisations for thinking through the affective territories of critical thinking. It will argue that acknowledging the way(s) critical thinking feels (as well as what it is and what it is for) opens up new imaginaries for feminist scholarship about criticality. [ABSTRACT FROM PUBLISHER]

Life skills have become the foci of many girls' education initiatives because they are assumed to empower girls to negotiate oppressive gender norms constraining their lives. Often these programmes give a singular attention to gender norms, despite other interlocking oppressive structures and norms. Although postcolonial feminist perspectives in education have often stressed on intersectional analyses, little attention has been given to caste in such scholarship in India. In this paper, we draw on data from a three-year qualitative study of a girls' life skills programme in Rajasthan, India, employing a postcolonial feminist framework. We engage with Dalitbahujan feminist perspectives in education (Paik, S. 2014. Dalit Women's Education in Modern India: Double Discrimination. London: Routledge.) to decolonize our frameworks and illustrate how the life skills programme produced contradictory outcomes to address gender oppression, such as ensuring girls' bodily integrity, while re-inscribing caste norms. This intersectional analysis of caste, gender, and modernity expands on a postcolonial feminist critique of life skills [ABSTRACT FROM AUTHOR]

In this paper, I offer a very close reading of Grosz [2010. “Feminism, Materialism, and Freedom.” InNew Materialisms: Ontology, Agency, and Politics, edited by Diana Coole and Samantha Frost, 139–157. Durham, NC: Duke University Press] thinking with Bergson in order to re-conceptualise freedom, matter, and the subject in new feminist materialisms. My central argument is that these free acts are mutually constituted in the intra-action [Barad 2007.Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press] between human and non-human forces. The guiding questions for this paper are, ‘What if we locate freedom in doing, rather than being? How does associating freedom with acts, rather than attaching it to the subject, change how we think about ontology and agency?’ I use interview data from a research study with first-generation academic women in order to explore these concepts and put them to work. [ABSTRACT FROM PUBLISHER]

This paper investigates enactments of human subjectivities with a focus on how subjectivities may be studied if spatiality and temporality are taken up as constituting forces in the production of subjectivities. By reading poststructuralist feminist theorising, agential realism and empirical material diffractively through each other I re-situate gendered subjectivity to beofspacetimemattering [Barad, K. 2007.Meeting the Universe Half Way – Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press] rather than something occurringinspace and time. From a study of students who changed schools in order to experience ‘new beginnings’ the paper presents an in-depth case study of Mary. By following Mary's transition and how she is complexly enacted through her past and present school lives, it becomes possible to investigate how spatiality and temporality co-existed as forces in her becoming. I argue that this perspective opens up alternative possibilities for understanding the constitution of subjectivity. [ABSTRACT FROM PUBLISHER]

The article discusses various reports published within the issue, including one by Valerie on the relationship to the subjectivities of women academics from working class origins and another by Val Gillie on working class mothers.

This paper builds on feminist elaborations of Bernstein’s code theory to engage in a series of thought experiments with interview data produced during a co-inquiry design-based research intervention project. It presents three accounts of thinking/writing with data. Our purpose in presenting three different accounts of interview data is to demonstrate the relation between theory and empirical data. In the first two accounts, interview data are interpreted and performed through the lens of theory. By contrast, in the third account attention is paid to the ways in which care is practised not only in terms of policy enactment, but also research enactment. Empirical data are not moulded to fit generalisable theoretical frameworks. Rather, empirical data push back on theoretical concepts in a collaborative thought experiment. [ABSTRACT FROM AUTHOR]

This paper examines the utility of a feminist pedagogical framework in establishing and organising the Caribbean Institute in Gender and Development (CIGAD), which is a biennial intensive gender and development training programme that has taken place in Barbados since 1993. To highlight the major impact that CIGAD has had in educating and empowering Caribbean men and women, the authors will first discuss the importance of feminist pedagogies in teaching, learning and activism in this programme by locating them within an intersectional postcolonial/transnational framework. Secondly, the authors consider the ways in which feminist pedagogy and praxis have been central in training women and men in the Caribbean region in gender analysis, helping them recognise the important role gender plays in development planning and policy as well as how it can be integrated into their work to improve their communities. Finally, through a feminist dialogic, participatory and experiential approach, the authors assess the impact that the CIGAD has had on participants, and community development training will be discussed based on the monitoring and evaluation of the exercise completed in 2014. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the editor discusses various reports within the issue on topics including feminism, open universities, and higher education in Great Britain.

A central theme that dominates most studies on gender and leadership in education is the emerging tendency towards mitigating pervasive forms of discrimination against females. Yet, women still remain, for the most part, a minority within leadership positions in education. Despite policy initiatives emphasising gender equity, discrimination, prejudice and stereotyping continue to perpetuate the myth of women's submissiveness and remain a redoubtable barrier for impeding women in acquiring leadership positions. The awareness of gender politics combined with challenges related to gender equity in organisations remain a thorny concern in education circles. This paper examines the barriers South African women experience. A qualitative approach was employed using a post-colonial feminist perspective. Findings indicate that stereotypes concerning female inadequacy as leaders persist and act to distort perceptions of male and female performance and potential. [ABSTRACT FROM AUTHOR]

This paper is based on a study titled ‘Enacting Feminisms in Academia’, which engaged five feminist lecturers teaching English at five different multilingual universities in Southern Africa. The study explored: (1) the complexity of sociolinguistic and feminist identity construction in multilingual seascapes, and by extension (2) how feminist educators' interpretation and enactment of their personal world-view informs their language teaching in terms of what they teach, how they teach, and why they teach what they do. The participants who hail from a diverse range of ideological landscapes were identified either by themselves or others as feminist teachers. Through a suite of data sources which comprised autobiographical essays, interviews and lecture observations, this paper explores how the female teacher's educative and pedagogic expertise and interactions are framed in relation to her race, gender, and age. Accepting the fluidity and complexity of identity positionalities, the paper explores the identity constructions of the feminist teachers in their communities of practice. [ABSTRACT FROM AUTHOR]

The feminisation of migration is absent in policy and programmatic discourses on adult education in the USA and England. This paper uses an intersectional framework and feminist transnational methodology to probe this concept and its implications for women migrants and their education and advancement. [ABSTRACT FROM AUTHOR]

This paper revisits the question of 'voice' in the context of neo-liberal social and educational reform. 'Voice' has been one of the key concepts of feminist and critical pedagogies in the theory and practice of producing social transformation. I argue in this paper, that the political effectiveness of this concept needs to be reconsidered at a time when the incitement to speak is one of the means by which neo-liberal subjectivities are produced and regulated. I trace the ways the metaphor Girl Number Twenty circulates in the feminist pedagogy literature, with the purpose of engaging in a dialogue about the particular challenges girl number twenty encounters in the context of the new hard times wrought by neo-liberalism and the shifting tensions between media, ideology and feminist teachers. The paper draws on ethnographic material from a school-community project that took place in Toronto, Canada with girls' aged 10-14 from diverse racial and ethnic backgrounds (Vietnamese, Cambodian, Portuguese, Afro-Caribbean and Chinese). [ABSTRACT FROM AUTHOR]

In a recent paper, members from the London Feminist Salon Collective reflected on the vexed problem of agency in poststructuralist theory and asked, ‘as feminist educational researchers, where do we go from here?’ The issue remains pressing as agency, both individual and collective, is at the heart of the feminist, and indeed, all radical political projects. The attractions of poststructuralist theorizing for many feminists has been its decisive break with logocentrism. However, from the 1980s onwards, feminists were pointing to the problems poststructuralism presented in theorizing the nature of agency. In this paper I will argue that we should adopt a different theoretical starting point. Drawing heavily on the work of Margaret Archer, I will argue that critical realism has much to offer theories of political action. While acknowledging the enormous contribution of feminist scholars working within a poststructuralist paradigm, I will argue that the epistemological and ontological assumptions at the heart of poststructuralist theory render it incapable of providing a framework for what Archer calls the enchantment of being human. This enchantment, and the rich resources of a conceptualization of agency based on the primacy of practice, provides a stronger basis for theorizing feminist research, practice and being. [ABSTRACT FROM AUTHOR]

This paper reports on young women students’ participation in their undergraduate mathematics degree programme: their gendered trajectory is characterized in terms of their being both ‘invisible’ in the dominant university mathematics community and yet ‘special’ in their self‐conception. It draws on data collected from a three‐year longitudinal project investigating students’ experiences of undergraduate mathematics at two comparable traditional universities in England. Specifically, students’ narratives are interpreted as providing insights into their defensive investments in their particular ways of participating. An interpretive feminist perspective is used to claim that these young women are involved in the ongoing redefining of the gendering of participation in mathematics, and conveys how they manage to choose mathematics, and achieve in university mathematics, whilst in many respects adhering to everyday views of femininity. [ABSTRACT FROM AUTHOR]

This paper, based on the perspectives of young men, explores the relationship between dominant constructions of masculinities and the sexual harassment of young women in Australian secondary schools, within a feminist poststructuralist theoretical framework. Of particular importance in this process are the ways in which sexual harassment is integral to the construction of hegemonic heterosexual masculine identities; the importance of popularity, acceptance and young men's fears within male peer group cultures; and the utilization of sexual harassment as a means through which to maintain and regulate hierarchical power relationships, not just in relation to gender, but how it intersects with other sites of power such as 'race' and class. It is highlighted that sexual harassment is considered a legitimate and expected means through which to express and reconfirm the public and private positions of 'hegemonic masculinity' within a heterosexualized, racialized and classed gender order. [ABSTRACT FROM AUTHOR]

Over the last 15 years, feminist theorists have sought to redefine female subjectivity. Amongst a wide range of critical notions of the female self, this paper focuses on what Foucault has defined as heterotopias, 'different places' which disrupt the dominance of the one single 'real' social place, offering shelter to subjects in crisis. I will argue that this Foucauldian notion is a useful tool for the exploration of the multifarious ways that some women educators attempted to define and describe themselves at the turn of the nineteenth century in Greece, particularly focusing on the writings of Alexandra Papadopoulou. [ABSTRACT FROM AUTHOR]

The problem of theorising multiplicities is one with which many feminists are currently engaged. This paper utilises recent feminist writing on social class to investigate the interplay of ethnicity, 'race' and class in the production of femininities. Drawing on ethnographic data gathered with children aged 8-11 years old, it argues that politically engaged cultural studies of class have most to offer in terms of analyses of the identifications of girls growing up in multi-ethnic urban locations. The case study of a London school provides rich insights into the complexities that both teachers and pupils deal with on a daily basis, and how it is that current formulations of 'anti-racist' thinking limit identifications for minority ethnic and 'mixed-race' children. Miranda's story is one of complex narratives of ethnic and class belongings that require careful self-regulation in order to find 'gendered acceptability' within the school environment. The paper argues that we must be ever mindful of the limits to terminologies in order to work with a range of multiplicities in ways that challenge the tenacity of racism, classism and sexism in schools and society generally. [ABSTRACT FROM AUTHOR]

In Australian universities, non-Indigenous educators teaching Indigenous studies and/or Indigenous content must engage critically with anti-colonialism, not simply as lip service to syllabus content, but also, as an ethical consideration whereby consultation and collaboration with Indigenous scholars must necessarily direct praxis. Such an engagement might be referred to as a ‘critical alliance’: an engagement with Others about whom we are speaking that forms the basis for an ethical relationship. A ‘critical alliance’ with Others seeks always to undermine the colonial relations of power that discursively position both Indigenous and non-Indigenous subjects. This paper explores what such an alliance might ‘look like’ as a feminist practice, what will sustain it or give it substance so it can be a productive contribution to a more socially just pedagogy that gives emphasis to Indigenous struggles and Indigenous knowledge. [ABSTRACT FROM PUBLISHER]

This article investigates whether the memories of women's movements that grew out of the Italian Resistance to the Nazi-Fascist Regime during the Second World War have left any legacy to women teachers in early childhood education. The article focuses on the case of internationally renowned and high-quality schools for young children, the municipal schools of a northern Italian town called Reggio Emilia. In contrast to much of the literature on gender and early childhood education, this paper reveals that many women teachers in these schools think of themselves as agents of social change, and that this is tied to their memories of the Italian Resistance. [ABSTRACT FROM AUTHOR]