Schooling Diaspora And Gender

Faculty of Education, Monash University, Australia. The dichotomy between equality & difference is a central issue in both feminist & education debates. Georgina Tsolidis examines this dichotomy with particular reference to gender, ethnicity & schooling & argues that in the context of reformist education policies targeting gender equity & the affirmation of cultural difference, the schooling experiences of ethnic minority girls provide insights into ways of challenging this dichotomy. School-based case studies are provided as a means of challenging the predominant view, reiterated through education policies, that these girls are victims of a culture clash which establishes a 'minority as backward, majority as enlightened' binary. Feminist theorizations of difference are used as a means of interpreting the contradictions between the representations of ethnic minority girls in education policies & the vision of them which emerges through the case-studies. This then provides the basis for a speculative exploration of the equality & difference dichotomy in relation to transformative curriculum & pedagogy. Contents: Introduction - Feminist theorizations of cultural difference - Theorizing cultural difference in relation to Australian feminism - The construction of ethnic minority girls in education policy literature - Case studies: a girl's reputation - Case studies: academic aspirations & experiences - Conclusion - References - Index.

Schooling Diaspora looks into the motivations and strategies of missionaries, colonial authorities, and Chinese reformists and revolutionaries for educating girls, as well as the impact that this education had on identity formation among overseas Chinese women and larger society.

Organized around the broad themes of women's labor, community activity, and identity as their organizing concept, Women, Gender, and Diasporic Lives intersects these issues with the concerns of ethnicity, class, generation, and masculinity. The country-specific case studies reveal women's intentionality and agency in labor, in building community institutions, and in negotiating and re-defining their identities. The broad range of contributor backgrounds make this book a valuable resource for anyone interested in gender, diaspora, labor, or modern Greek studies

What are the politics of gender within education? How are the issues of gender being explored in diverse educational settings? Does gender still matter in education? This book draws together the work from an international array of authors working at the cutting edge of gender research in education. From policy issues affecting single mothers to the incorporation of 'Southern learning' into Northern contexts, this collection provides a compelling argument for renewed engagement with gender issues at both macro and micro political levels within the full range of educational contexts - from primary to higher education.

Gender equality has been on the agenda of national policies of higher education within and outside the European Union (EU) for the last twenty years. In some European countries, this process was initiated early on and has brought about remarkable results, while in others progress has been slower. Different countries and institutions have focussed on different strategies for raising awareness about the discrimination of women and for increasing the number of women in aca- mia, particularly in leadership positions. Previous research on gender equality in higher education has produced many case studies about programmes at institutions of higher education in Europe and elsewhere. Different actors like the European Commission and - tional organisations have also furnished reports about national policies. Building on this material, it is now time to analyse under what conditions equality p- grammes are successful. For a deeper understanding of the mechanisms of and barriers to gender equality in higher education, we also need studies that focus on the development of gender equality policies in different countries, as well as on conditions of implementation, change of strategy, and the evaluation of - sults. Comparative studies would be another useful tool for understanding the development and success of gender equality programmes.

This book explores the influence which education and migration experiences have on women of Indian origin in Australia and the United Kingdom when (re)negotiating their identities. The intersections of migration and transnationalism are critically examined through multiple theoretical lenses across three thematic domains encompassing socio-historical discourses, postcolonial theory, theories on intersectionality and interceptionality, emotional reflexivity and affects. In doing so, the book highlights the ambiguities around gendered access and equity to education, migration experiences, the acculturation process, dilemmas surrounding transnationality and negotiation of identities, belonging and struggles inherent in simultaneously maintaining ties with home and new social fields. Chapters highlight the practical, methodological, and substantive aspects of affective dimensions and voice with a critical understanding of different tensions, challenges, complexities and conflicts underlining the stories. The book raises the question of voice and agency in advocating emotion-based writing in recalibrating conditions representing gendered subjective multivocality of women in breaking silences. Presenting non-Western perspectives through fragmented and often marginalised accounts within transnational and global spaces, this book will be of interest to researchers in the fields of Sociology, Gender Studies, Migration, Transnational and Diaspora studies, Sociology of Education, Feminist Studies, Cultural Studies, Literature and Cultural Geographies.

This book considers gender as a convenient tool for making new boundaries within the European Union. It offers a political analysis based on sociological surveys conveyed by the author in 2008–2021. It emphasises the utmost necessity of a proper understanding of specific gender political technologies applied in ethnic and religious diasporas within the EU borders, by EU ruling elites, to avoid ideological collapse in relations with diaspora political groups and general members. The book demonstrates that uncritical application of EU gender equality programs within diasporas may transform gender to a dangerous political force destabilising the European Union. The monograph will be of interest for political science researchers, legislators, and administrators that work with political dimension of gender.

Framed in relation to diaspora this collection engages with the subject of how cultural difference is lived and how complex and shifting identities shape and respond to spatial politics of belonging. Diaspora is understood in a variety of ways, which makes this an eclectic collection of papers. Authors use various theoretical frameworks to explore diverse groups of people with a variety of experiences in a wide range of settings. They are making sense of the experiences of women and men from a range of ethnic backgrounds, negotiating identities through family, work and education. The micro dynamics of the everyday offer an evocative 'bottom up' means of understanding the tensions implicit in living multiple belongings. The common thread for the collection comes from the glimpses these authors provide into the remaking of our globalized world. The aim is to shed light on racism, dislocation and alienation on the one hand, and on the other hand, to consider how the complex power relations within the everyday mediate a sense of resistance and hope. The papers are arranged around four themes; 1. Multiple Belongings, 2. Representing a Way of Being, 3. Sexualised Identifications and 4. Marriage and Family.