Gender And Education In Luxembourg And Beyond

The aim of this book is to provide a starting point for a discussion about gender and education in Luxembourg through national and international perspectives. The book is divided into three different, yet also overlapping, parts. The first part examines gender issues in nonformal and informal educational contexts, such as the home but also society at large. The second part of the book moves over to gender issues in formal education. And the third part of the book is devoted to gender considerations in working life. Exploring various aspects of gender and education and coming from a range of different backgrounds, the authors of this book all share a common endeavour: the fight against gender inequality and the belief in the importance of an egalitarian education. The hope is that this book will provide a point of departure for a reflection on existing educational practices – in Luxembourg and beyond.

Gender inequalities in education – in terms of systematic variations in access to educational institutions, in competencies, school marks, and educational certificates along the axis of gender – have tremendously changed over the course of the 20th century. Although this does not apply to all stages and areas of the educational career, it is particularly obvious looking at upper secondary education. Before the major boost of educational expansion in the 1960s, women’s participation in upper secondary general education, and their chances to successfully finish this educational pathway, have been lower than men’s. However, towards the end of the 20th century, women were outperforming men in many European countries and beyond. The international contributions to this book attempt to shed light on the mechanisms behind gender inequalities and the changes made to reduce this inequality. Topics explored by the contributors include gender in science education in the UK; women’s education in Luxembourg in the 19th and 20th century; the ‘gender gap’ debates and their rhetoric in the UK and Finland; sociological perspectives on the gender-equality discourse in Finland; changing gender differences in West Germany in the 20th century; the interplay of subjective well-being and educational attainment in Switzerland; and a psychological perspective on gender identities, gender-related perceptions, students’ motivation, intelligence, personality, and the interaction between student and teacher gender. This book was originally published as a special issue of Educational Research.

The 2009 Commission on the Measurement of Economic Performance and Social Progress (“Stiglitz-Sen-Fitoussi” Commission) concluded that we should move away from over-reliance on GDP when assessing a country’s health, towards a broader dashboard of indicators...

This book presents an analysis of international law in support of educationally disadvantaged young people and adults. Focusing on Roma, it introduces a scheme for identifying situations where they become subjected to discrimination by state parties to relevant international standards.

The way speakers in multilingual contexts develop own varieties in their interactions sheds light on code switching and multimodal dynamic co-constructions of grammar in use. This volume explores the intersection of multimodality and language use of multilingual speakers. Firstly, theoretical frames are discussed and empirical studies involving Catalan, German and Spanish as L1, L2 or FL are presented interconnecting verbal and gestural modalities into grammar description or exploring actions as sources for gestures, which may nonverbally represent the argument in German dynamic motion verbs. Other chapters focus on positionings in interviews, lexical access searches or proxemics in greetings and farewells. The contributions secondly focus on verbal features of language use in multilingual contexts related to self-representation and co-construction of identity through code-switching, deixis or argumentative reasoning in different communicative events based on multilingual data of languages including Croatian, English, Italian, Brazilian-Portuguese and Polish. The findings call for a reviewed conception of grammar description with implications also for the conceptualization of deixis, for L2/foreign language acquisition and language teaching policies.

For a full list of entries and contributors, sample entries, and more, visit the Routledge International Encyclopedia of Women website. Featuring comprehensive global coverage of women's issues and concerns, from violence and sexuality to feminist theory, the Routledge International Encyclopedia of Women brings the field into the new millennium. In over 900 signed A-Z entries from US and Europe, Asia, the Americas, Oceania, and the Middle East, the women who pioneered the field from its inception collaborate with the new scholars who are shaping the future of women's studies to create the new standard work for anyone who needs information on women-related subjects.

The EU has slowly but surely developed a solid body of equality law that prohibits different facets of discrimination. While the Union had initially developed anti-discrimination norms that served only the commercial rationale of the common market, focusing on nationality (of a Member State) and gender as protected grounds, the Treaty of Amsterdam (1997) supplied five additional prohibited grounds of discrimination to the EU legislative palette, in line with a much broader egalitarian rationale. In 2000, two EU Equality Directives followed, one focusing on race and ethnic origin, the other covering the remaining four grounds introduced by the Treaty of Amsterdam, namely religion, sexual orientation, disabilities and age. Eighteen years after the adoption of the watershed Equality Directives, it seems timely to dedicate a book to their limits and prospects, to look at the progress made, and to revisit the rise of EU anti-discrimination law beyond gender. This volume sets out to capture the striking developments and shortcomings that have taken place in the interpretation of relevant EU secondary law. Firstly, the book unfolds an up-to-date systematic reappraisal of the five 'newer' grounds of discrimination, which have so far received mostly fragmented coverage. Secondly, and more generally, the volume captures how and to what extent the Equality Directives have enabled or, at times, prevented the Court of Justice of the European Union from developing even broader and more refined anti-discrimination jurisprudence. Thus, the book offers a glimpse into the past, present and – it is hoped – future of EU anti-discrimination law as, despite all the flaws in the Union's 'Garden of Earthly Delights', it offers one of the highest standards of protection in comparative anti-discrimination law.

This book breaks new ground in understanding how modern society has shaped women's knowledge system in Africa and deconstructs long-held myths about the position of ordinary women in the construction of knowledge.