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- Angervall, Petra, 1970-, et al.
(författare)
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Assembling Gender Equality? Potentials and borders for gender equality work in Higher Education
- 2019
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Ingår i: Rethinking Knowledge Regimes. - Göteborg.
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Konferensbidrag (refereegranskat)abstract
- The policy changes of higher education in Sweden have resulted in a more individualized, specialized and measured academic work force (Ball, 2012; 2013). Through policy governance measures of performance, costs and time effectiveness, teaching quality, of work environment as well as of aspects of equality and justice, the intention has been to create a more effective and high performing academicinstitution (Blackmore, 2017). Leaving aside sparks of resistance, within the academe there is a strong consensus about the necessity, effectiveness and “neutrality” of standards through measurement. Previous studies (Alnebratt and Rönnblom, 2016) indicate that gender equality work in Sweden tends to express standards related to “objectivity”, but simultaneously involves activities that are political and transgressive. Therefore, there is a continuous need to investigate what kind of actions that are part of the realization of gender equality in the academe today. This study concerns the institutionalization of gender equality work within this context. How is gender equality work carried out in this academic landscape, and what does this work produce in terms of equality and the understanding thereof? By interviewing influential representatives and by observing how gender equality is realized in different contexts in the academe, we want to identify and deconstruct what we understand as gender equality assemblages (Liinason, 2017) and how they form, but also perform, gender equality in higher education (McPherson, 2015). Thus, in light of recent decades of policy changes, we are interested in what clusters of actions, interests, values or challenges that are involved in and directed to influence gender equality work, as well as their conceptual, practical and political implications for gender equality in higher education.
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| 3. |
- Simonsson, Angelica, 1980, et al.
(författare)
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Gay as classroom practice: A study on sexuality in a secondary language classroom
- 2016
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Ingår i: Confero: Essays on Education, Philosophy and Politics. - : Linkoping University Electronic Press. - 2001-4562. ; 4:1, s. 37-70
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Tidskriftsartikel (refereegranskat)abstract
- In this study conceptions of sexuality in classroom praxis are investigated. Sexuality and education is a growing field of research, in Sweden as well as internationally, something which has been recently represented also in Confero, not least in the contributions in the special issue “Queering School, Queers in School”. In the introduction to an anthology on gender, sexuality and education, Carlson and Meyer point out that school, as an institution, plays an important role in society when it comes to regulating gender and sexuality since school is a producer of differences in terms of “separable binary oppositions” such as man-woman and straight-gay, that are easily understood within the dominating culture and where one in each couple is usually more highly valued than the other. Carlson and Meyer further assert that school as an institution, in this way, produces gender and sexuality. One example of this is presented by Dalley and Campbell, who in their study of pupil interaction in high school conclude that the male pupils produce heterosexuality, whether actual or pretended, as normal by referencing homosexuality as abnormal. Our reading of these studies indicates that within both formal and informal schooling, meaning and knowledge is produced through everyday practices in which conceptions of gender and sexuality are crucial. In these practices, heterosexuality holds a position as taken-for-granted and normative
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