Jackson / Malcolm / Thomas Gendered Choices

Learning, Work, Identities in Lifelong Learning
1. Auflage 2011
ISBN: 978-94-007-0647-7
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 15, 262 Seiten

Reihe: Lifelong Learning Book Series

This important book breaks new ground in addressing issues of gendered learning in different contexts across the (adult) life span at the start of the 21st century.  Adult learning sits within a shifting landscape of educational policy, profoundly influenced by the skills agenda, by complex funding policies, new qualifications and the widening/narrowing participation debate.  The book is unique in highlighting the centrality of gendered choices to these developments which shape  participation in and experiences of lifelong learning.   Gendered Choices critically examines the continued expansion of a skills-based approach in areas of lifelong learning, including career decisions, professional identities and informal networks. It explores key intersections of adult learning from a gender perspective: notably  participation, workplace learning and informal pathways.Drawing on research from a range of contexts, Gendered Choices demonstrates that for women the public/private spaces of work and home are often conflated, although the gendering of 'choice' has largely been ignored by policy makers.The themes of the book bring together some of these critical issues, explored through the multiple and fractured identities which constitute gendered lives.  The book addresses these in an international context, with contributions from Canada, Spain and Iran that provide a wider international perspective on shared issues.

Autoren/Hrsg.

Jackson, Sue

Malcolm, Irene

Thomas, Kate

Inhaltsverzeichnis

1;Editorial by Series Editors;6
2;Contents;9
3;About the Editors;11
4;About the Authors;13
5;Chapter 1;19
5.1;Introduction;19
5.1.1;Neo-liberalism;21
5.1.2;Marketisation, ‘Choice’ and Skills;22
5.1.3;Globalisation;23
5.1.4;Gender, Power and Resistances;24
5.1.5;New Knowledges—New Ways of Knowing;24
5.1.6;Organisation of the Book;25
5.1.7;References;26
6;Part I;28
6.1;Learning Pathways—Gendered Learning ;28
6.1.1;Chapter 2;29
6.1.1.1;Part I: Introduction;29
6.1.1.1.1;References;32
6.1.2;Chapter 3;34
6.1.2.1;Re-asserting a Relational Model of Teaching and Learning: A Gender Perspective;34
6.1.2.1.1;The Gender Impact of Adult Education Changes;35
6.1.2.1.2;Marketising Education;36
6.1.2.1.3;Lifelong Learning as a Contested Space;37
6.1.2.1.4;Different Forms of Reasoning;40
6.1.2.1.5;Using Story as a Research Method;41
6.1.2.1.6;The Emotional Life of Teaching and Learning;42
6.1.2.1.6.1;Story 1: ‘A Place to Think’;42
6.1.2.1.6.2;Story 2: ‘An Intergenerational Workshop’;43
6.1.2.1.6.3;Story 3: ‘Learning Reviews’;44
6.1.2.1.7;What Do These Stories Tell Us?;44
6.1.2.1.8;The Relevance of Psycho-Social Literature on Education;46
6.1.2.1.9;Conclusion;47
6.1.2.1.10;References;48
6.1.3;Chapter 4;51
6.1.3.1;Widening Educational Participation: Masculinities, Aspirations and Decision-Making Processes;51
6.1.3.1.1;Introduction;51
6.1.3.1.2;Widening Participation: Policy Contexts and Frameworks;53
6.1.3.1.3;Aiming Higher and Raising Aspirations;57
6.1.3.1.4;Decision-Making Processes and Formations of Aspirations;58
6.1.3.1.5;Complex and Contradictory Masculine Aspirations;63
6.1.3.1.6;References;63
6.1.4;Chapter 5;66
6.1.4.1;Innovatory Educational Models for Women Returners in Science, Engineering and Technology Professions;66
6.1.4.1.1;Introduction;66
6.1.4.1.2;Background to the Problem of Women’s Careers in SET;67
6.1.4.1.3;UK Government Responses;68
6.1.4.1.4;Distance Education for Women;69
6.1.4.1.5;The Women into Technology (WIT) Scheme for Women Returners;70
6.1.4.1.6;A Feminist Institutional Network for SET Activities;72
6.1.4.1.7;An Online Course for Women Returners to SET—An Integrated Model;72
6.1.4.1.8;The Outcomes of an Online ‘Returners’ Course;75
6.1.4.1.9;Conclusion and Recommendations;78
6.1.4.1.10;References;80
6.1.5;Chapter 6;82
6.1.5.1;Women’s Choices Shattered: Impact of Gender Violence on Universities;82
6.1.5.1.1;Introduction;82
6.1.5.1.2;Violence Against Women Also at Universities;85
6.1.5.1.3;Universities as Male-Dominated Domains;86
6.1.5.1.4;Emotional and Professional Barriers to Women’s Educational Plans;89
6.1.5.1.5;Recommendations;92
6.1.5.1.6;Conclusions;94
6.1.5.1.7;References;95
6.1.6;Chapter 7;97
6.1.6.1;Part I: Conclusion;97
7;Part II;99
7.1;The Agenda for Gender in Workplace Learning;99
7.1.1;Chapter 8;100
7.1.1.1;Part II: Introduction;100
7.1.1.1.1;References;104
7.1.2;Chapter 9;105
7.1.2.1;Women Work-Based Learners: Factors Affecting Lifelong Learning and Career Opportunities;105
7.1.2.1.1;Introduction;105
7.1.2.1.2;Gender Segregation in Work and Education;106
7.1.2.1.3;The Decisions of Younger and Older Women;108
7.1.2.1.4;Changing Careers;110
7.1.2.1.5;‘I’ve Decided to Re-train’;112
7.1.2.1.6;Start Them Off Young?;116
7.1.2.1.7;Lifelong Learning Outside the Vocational Arena;118
7.1.2.1.8;Conclusions;119
7.1.2.1.9;References;120
7.1.3;Chapter 10;122
7.1.3.1;Where is Gender Within the Workplace Learning Agenda?;122
7.1.3.1.1;Introduction: Research Focus and Methodology;122
7.1.3.1.2;Research Focus and Methods;123
7.1.3.1.3;Use of a Life-History Methodology;124
7.1.3.1.4;The Policy Context;125
7.1.3.1.5;UNISON and Brokering of Workplace Learning Partnerships;127
7.1.3.1.6;Who Are the Learners?;127
7.1.3.1.7;Motivations and Engagement of Low-Paid, Older, Part-Time Women Learners;128
7.1.3.1.8;Outcomes for Learners—the Impact of Learning;132
7.1.3.1.9;Conclusions;135
7.1.3.1.10;References;136
7.1.4;Chapter 11;138
7.1.4.1;An Opportunity to Widen Participation Through Work-Based Learning? The Impact of Gender;138
7.1.4.1.1;References;152
7.1.5;Chapter 12;154
7.1.5.1;Educated Women in the Labour Market of Iran: Changing Worlds and New Solutions;154
7.1.5.1.1;Introduction;154
7.1.5.1.2;Women, Development and Citizenship;155
7.1.5.1.3;Education, Women and Work in Iran;156
7.1.5.1.4;Government Plans;160
7.1.5.1.5;Vocational and Workplace Training in Iran;162
7.1.5.1.6;Childcare and the Future of Graduate Women’s Employment;165
7.1.5.1.7;Conclusion;167
7.1.5.1.8;References;168
7.1.6;Chapter 13;171
7.1.6.1;Part II: Conclusion;171
8;Part III;172
8.1;Identity, Intimacy and In/Formal Pathways;172
8.1.1;Chapter 14;173
8.1.1.1;Part III: Introduction;173
8.1.1.1.1;References;176
8.1.2;Chapter 15;178
8.1.2.1;Transitions in Professional Identity: Women in the Early Years Workforce;178
8.1.2.1.1;Introduction;178
8.1.2.1.2;Foundation degrees and Work-Based Learning;179
8.1.2.1.3;The Early Years Foundation degree at the Open University;181
8.1.2.1.3.1;Developing Reflection;183
8.1.2.1.4;Developing the Confidence to Act;186
8.1.2.1.5;Professional Identity;187
8.1.2.1.6;Conclusion;189
8.1.2.1.7;References;191
8.1.3;Chapter 16;193
8.1.3.1;‘Getting by’ or ‘Getting Ahead’? Gendered Educational and Career Decision-Making in Networks of Intimacy;193
8.1.3.1.1;Introduction;193
8.1.3.1.2;Research Context;195
8.1.3.1.3;Social Network Approach;196
8.1.3.1.4;The Empirical Research;198
8.1.3.1.4.1;Introducing Joanna’s Network;199
8.1.3.1.5;Analysis;201
8.1.3.1.5.1;Initial Post-compulsory Education;202
8.1.3.1.5.2;Lifelong Learning;203
8.1.3.1.5.3;The Relevance of Gendered Standpoints;205
8.1.3.1.6;Concluding Remarks;208
8.1.3.1.7;References;209
8.1.4;Chapter 17;213
8.1.4.1;Power, Resistance, and Informal pathways: Lifelong Learning in Feminist Nonprofit Organisations;213
8.1.4.1.1;Introduction;213
8.1.4.1.2;Theoretical Underpinning;214
8.1.4.1.3;Methodology and Data Collection;217
8.1.4.1.4;Context of the Study;218
8.1.4.1.5;Technologies of Power and Resistances;218
8.1.4.1.5.1;Learning Through Participation;218
8.1.4.1.5.2;Resistance Through Silence;220
8.1.4.1.5.3;Using Strategy to Resist;221
8.1.4.1.5.4;Using Subversion to Resist Government Discourse;222
8.1.4.1.6;Discussion of the Findings;224
8.1.4.1.7;Conclusion;227
8.1.4.1.8;References;227
8.1.5;Chapter 18;230
8.1.5.1;Lifelong Learning in Later Years: Choices and Constraints for Older Women;230
8.1.5.1.1;Introduction;230
8.1.5.1.2;Lifelong Learning and Active Citizenship;231
8.1.5.1.3;Gendered Constructions of Family Life;234
8.1.5.1.4;‘Suddenly I was somebody!’ Re/developing Identities;236
8.1.5.1.5;Women-Only Spaces;239
8.1.5.1.6;Conclusions;242
8.1.5.1.7;References;243
8.1.6;Chapter 19;245
8.1.6.1;Part III: Conclusion;245
8.1.7;Chapter 20;247
8.1.7.1;Policy Challenges: New Spaces for Women’s Lifelong Learning;247
8.1.7.1.1;Introduction;247
8.1.7.1.2;Policy Critique and Critical Positioning;248
8.1.7.1.3;Widening Participation Policy and Valuing Skills in Learning/Work;249
8.1.7.1.4;Space for Women: Contested and Women-Centred Spaces;250
8.1.7.1.5;Imagined Domains;251
8.1.7.1.6;Conclusion;252
8.1.7.1.7;References;253
9;Index;255