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- Andersson, Kristina, 1962-, et al.
(författare)
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Gender Theory as a Tool for Analysing Science Teaching
- 2009
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Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 25:2, s. 336-343
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Tidskriftsartikel (refereegranskat)abstract
- This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.
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| 5. |
- Hussenius, Anita, 1956-, et al.
(författare)
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En plastisk sak som lär nytt hela livet
- 2010
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Ingår i: Pedagogiska magasinet. - Stockholm : Lärarförbundet. - 1401-3320. ; :2, s. 26-30
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 6. |
- Hussenius, Anita, 1956-, et al.
(författare)
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Witches, alchemists, poisoners and scientists : Changing image of chemistry
- 2011
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Ingår i: Celebrating the 100th Anniversary of Madame Marie Sklodowska Curies Nobel Prize in Chemistry. - Rotterdam, Boston, Taipei : Sense Publishers. - 9460917178 - 9789460917172 - 9789460917189 ; , s. 191-205
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Powell, Stina, et al.
(författare)
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‘Are we to become a gender university?’ Facets of resistance to a gender equality project
- 2018
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Ingår i: Gender, Work and Organization. - : Blackwell Publishing Ltd. - 0968-6673 .- 1468-0432. ; 25:2, s. 127-143
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Tidskriftsartikel (refereegranskat)abstract
- Gender equality (GE) is something ‘we cannot not want’. Indeed, the pursuit of equal rights, responsibilities and opportunities for all women and men throughout a society freed from gendered oppression is widely visible in recent organizational GE initiatives. In practice, however, GE initiatives often fail in challenging gendered norms and at effecting deep-seated change. In fact, GE measures tend to encounter resistance, with a gap between saying and doing. Using a GE project at a Swedish university, we examined the changing nature of reactions to GE objectives seeking to understand why gender inequality persists in academia. We used ‘resistance’ to identify multiple, complex reactions to the project, focusing on the discursive practices of GE. Focusing our contextual analysis on change and changes in reactions enabled a process-oriented analysis that revealed gaps where change is possible. Thus, we argue that studying change makes it possible to identify points in time where gendered discriminatory norms are more likely to occur. However, analysing discursive practices does not itself lead to change nor to action. Rather, demands for change must start with answering, in a collaborative way, what problem we are trying to solve when we start a new GE project, in order to be relevant to the specific context. Otherwise, GE risks being the captive of consensus politics and gender inequality will persist.
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