Bøker i Palgrave Studies in Gender and Education-serien

This book uses belonging as a lens through which to understand women students' experiences of studying for a doctorate, exploring the impact of academic cultures on career aspirations. Drawing on discourses of neoliberalism and academic identities, it makes a valuable contribution to ongoing discussions of gender inequality in the academy. Based on data gathered from women doctoral students in the UK, this book offers a contemporary, research-informed understanding of the doctorate as an inherently gendered experience, which has implications for individuals, academic institutions, and for the future of the academic sector. The book will be of interest to academics working in the area of doctoral education, doctoral supervisors and those involved in doctoral student support, including researcher developers and individuals working in graduate schools, as well as doctoral students themselves.

This book examines young trans and gender diverse Australians¿ views of school-based sex education. The analysis is informed by a queer epistemology that acknowledges the systematic and institutional erasure of trans subjectivities through highly medicalised systems of categorisation. Drawing on primary qualitative data, the author emphasises the accounts of trans and gender diverse young people as they relate to sex education at school, and how they undertake informal learning about sex, gender and identity in other areas of their lives.Ultimately, the book problematises the assumption that the sex education classroom is the most appropriate vehicle for social justice education in relation to queer issues. Queer issues and sex education tend to be packaged together discursively, deliberately or by association in dominant media narratives. However, this discourse constrains queer identities to the realm of sex and health, and therefore does not engage with the social citizenship of queer people. Further, this limits the capacity of schools and teachers to meaningfully explore diversity in the classroom, as sex education is front-and-centre in the so called ¿culture wars¿ about gender, sexuality, youth and schools.

To do feminism and to be a feminist in higher education is to repeat oneself: to insist on gender equality as more than institutional incorporation and diversity auditing, to insert oneself into and against neoliberal measures, and to argue for nuanced intersectional feminist analysis and action.

Highlighting differences in working-class women's learner identities, caring commitments and quests for upwards social mobility, the book offers an understanding of working-class female student journeys and their mixture of compromise, uncertainty and hope.

The book focuses on the ways in which gendered and sexualised systems of power are produced in educational settings that are framed by broader social and cultural processes, both of which shape and are shaped by children and young people as they interact with each other.

This book investigates the gendered dimensions of academic life in the contemporary Australian university. Drawing on in-depth qualitative interviews with academic women in Australia, the author uses a mix of experimental methods to emphasise the performative and discursive decisions women make with regard to their academic careers.

This book examines persistent gender inequality in higher education, and asks what is preventing change from occurring. These discourses implicitly and explicitly depict the status quo as appropriate, reasonable and fair: ultimately impeding efforts and attempts to promote gender equality.

This book explores gender stereotyping and gender inequalities in secondary education in England, Hungary and Italy.

Written collaboratively as international, interdisciplinary and intergenerational collectives, the editors and contributors use various ways of understanding 'motherhood' to draw attention to - and disrupt - the masculine structures currently defining women's lives and work in the academy.

The editors and contributors cut across institutions, cultures and continents to seek to understand how women navigate the gendered process of becoming a professor, with each chapter applying a different theoretical or methodological approach to her experience.

This book explores the place of sexuality in a Hungarian vocational school. The author critically discusses key issues concerning schooling and sexuality, addressing such themes as LGBTQ+ youth and teachers, institutional hierarchy, and the role of sexuality in the re/production of social inequalities through education.

Highly Commended in the Society of Educational Studies Book PrizeThis book explores how economic changes and the growing importance of educational qualifications in a shrinking labour market, particularly effects marginalized young men.

This book showcases and celebrates the work of Gender and Sexuality Education scholars in order to challenge current negative interpretations of the field, and work towards new shared visions.

Written collaboratively as international, interdisciplinary and intergenerational collectives, the editors and contributors use various ways of understanding 'motherhood' to draw attention to - and disrupt - the masculine structures currently defining women's lives and work in the academy.

This book presents the research journey involved in sensitively unearthing and re-presenting the lived experience of women casual academics. The book situates the felt human and post-human experience/s of narrative research alongside the philosophical and theoretical research practices encountered in an arts-informed narrative research project.

Based on an eight-year longitudinal study of girls in three primary schools and two secondary schools which differed in levels of attainment, the book examines the girls' initial aspirations, decision-making, and later achievements when in post-compulsory education.

Many girls develop a sense of themselves through close connection with friendship groups but schooling processes typically require them to adopt the position of competitors in the end-of-school rankings and to act out their individualized positions in imagining themselves into the future.

This book reframes gender and education issues from a feminist and capabilities perspective through a multi-generational study of women as teachers. It explores how different understandings of gender, equality and education generate a variety of approaches with which to pursue gender equality in education.

This book highlights the difficulties that women working as managers and leaders in initial teacher education face. Whereas many women are moving into positions of authority in teacher training, some existing women managers are being marginalized within new internally differentiated layers of managerial structures.

We Only Talk Feminist Here draws upon interviews and conversations with feminist academics in Australia to demonstrate the performative and discursive moves feminist academics make in order to be heard and effect change to the gendered status quo in Australian higher education.

Why are there so few women vice chancellors in UK higher education? In this book, Paula Burkinshaw explores the contemporary conversation around the 'missing women at the top' across UK society through in-depth interviews with the (hitherto) silent voices of women vice chancellors.

This book examines the current interest in recruiting and supporting more men in the early childhood education workforce.

This Handbook serves as a starting point for critical analysis and discourse about the status of women in outdoor learning environments (OLEs).

The editors and contributors cut across institutions, cultures and continents to seek to understand how women navigate the gendered process of becoming a professor, with each chapter applying a different theoretical or methodological approach to her experience.

This book highlights the experiences of feminist early career researchers and teachers from an international perspective in an increasingly neoliberal academy.

The book will be of interest and value to students and scholars of mature-age male students, and aspirations and motivations within higher education more generally.