Gender in Learning and Teaching : Feminist Dialogues Across International Boundaries

Carol (Sheffield Hallam University Taylor

ISBN 10: 0367730642 / ISBN 13: 9780367730642

Edité par Taylor & Francis Ltd Dez 2020, 2020

A propos de cet article

Neuware - Gender in Learning and Teaching brings together leading gender and feminist scholars to provide a unique collection of international research into learning and teaching. Through dialogues across national traditions and boundaries, the authors provide new insights into the relations between feminist scholarship of pedagogy, gender and didactics, and offer in-depth accounts that critically investigate how gender relations are enacted, contested and analysed at the level of the classroom, the curriculum, and the institution.

N° de réf. du vendeur 9780367730642

Détails bibliographiques

• Titre: Gender in Learning and Teaching : Feminist Dialogues Across International Boundaries
• Éditeur: Taylor & Francis Ltd Dez 2020
• Date de parution: 2020
• Langue: anglais
• ISBN à 10 chiffres: 0367730642
• ISBN à 13 chiffres: 9780367730642
• Reliure: Taschenbuch
• État de l'article: Neu
• Dimensions: 234 L x 156 H x 0 P (en millimètres) 234 millimètres de largeur par 156 millimètres de hauteur par 0 millimètres de profondeur
• Poids: 380 grammes

A propos de ce titre

Synopsis

Gender in Learning and Teaching brings together leading gender and feminist scholars to provide a unique collection of international research into learning and teaching. Through dialogues across national traditions and boundaries, the authors provide new insights into the relations between feminist scholarship of pedagogy, gender and didactics, and offer in-depth accounts that critically investigate how gender relations are enacted, contested and analysed at the level of the classroom, the curriculum, and the institution.

Drawing on original research, the chapters explore gender dynamics in relation to student-teacher interactions, gendered classroom practices, curriculum content and knowledge formation in different subjects. The book includes accounts of innovative approaches to curriculum development to address gender inequality. It includes new theoretical frameworks and methodological approaches which provide fresh insights into gendered practices including intersectionality, new material feminism, epistemic gender positioning and cultural anthropology. The chapters span all education phases from early years to higher education.

This book makes a compelling case for the continuing relevance of feminist pedagogy and the urgent need for strategies to address gender inequalities in the classroom and beyond. It will be of great interest to academics and postgraduate students in the fields of theory, philosophy and feminist politics of learning and teaching; education and didactics; feminism and pedagogy; sociology and the arts.

À propos de l?auteur

Carol A. Taylor is Professor of Higher Education and Gender at the University of Bath, UK. Her research utilizes feminist, new materialist and posthumanist theories and methodologies to explore gendered inequalities, spatial practices, and staff and students' participation in a range of higher educational sites. Her latest co-edited book is Posthuman Research Practices in Education (with Christina Hughes) and she is a co-editor of the journal Gender and Education.

Chantal Amade-Escot is Professor of Educational Sciences at the University of Toulouse - Jean Jaurès, France. Her research interests lie in the situated process of teaching and learning with a focus on gender, teacher and students' joint action, teachers' practical epistemology and the specificity of the content. She is also interested in the analytical power of the conceptual constructions developed by subject didactics research in classrooms. She is a co-editor of the French international journal Education & Didactics.

Andrea Abbas is Head of the Department of Education at the University of Bath, UK. Her research uses critical sociological theory to explore how gender and intersecting differences (age, class, disability, ethnicity) are challenged, perpetuated or transformed through educational practices and experiences. She co-leads the China Centre at the University of Bath. Her latest book is Quality in Undergraduate Education (with Monica McLean and Paul Ashwin).