Bücher der Reihe Palgrave Studies in Gender and Education

This book explores contemporary issues in sexuality and relationship education for young people.

This book offers a multifaceted perspective on social writing in a volatile, uncertain and complex world. It meets the need to enable women¿s capacity, especially in academic settings, to structure their own writing practice and that of others in the community. It expands current research on social writing beyond its core context in English-speaking countries to multilingual contexts from Portugal to Finland, identifying fruitful areas for interdisciplinary research, nexuses of social practice, and strategies for situated social learning through a feminist lens, bringing women from the margins to the centre. As the average woman academic with children is losing an hour of research and writing time every day in the aftermath of the Covid-19 pandemic, the impact of which will be felt for decades, the book purposefully entwines these polyphonic voices to tell the story of a writing retreat as a space for leadership and empowerment.

The book focuses on the ways in which gendered and sexualised systems of power are produced in educational settings that are framed by broader social and cultural processes, both of which shape and are shaped by children and young people as they interact with each other.

This book investigates the gendered dimensions of academic life in the contemporary Australian university. Drawing on in-depth qualitative interviews with academic women in Australia, the author uses a mix of experimental methods to emphasise the performative and discursive decisions women make with regard to their academic careers.

This book examines persistent gender inequality in higher education, and asks what is preventing change from occurring. These discourses implicitly and explicitly depict the status quo as appropriate, reasonable and fair: ultimately impeding efforts and attempts to promote gender equality.

This book explores gender stereotyping and gender inequalities in secondary education in England, Hungary and Italy.

Written collaboratively as international, interdisciplinary and intergenerational collectives, the editors and contributors use various ways of understanding 'motherhood' to draw attention to - and disrupt - the masculine structures currently defining women's lives and work in the academy.

The editors and contributors cut across institutions, cultures and continents to seek to understand how women navigate the gendered process of becoming a professor, with each chapter applying a different theoretical or methodological approach to her experience.

This book explores the place of sexuality in a Hungarian vocational school. The author critically discusses key issues concerning schooling and sexuality, addressing such themes as LGBTQ+ youth and teachers, institutional hierarchy, and the role of sexuality in the re/production of social inequalities through education.

This book showcases and celebrates the work of Gender and Sexuality Education scholars in order to challenge current negative interpretations of the field, and work towards new shared visions.

Written collaboratively as international, interdisciplinary and intergenerational collectives, the editors and contributors use various ways of understanding 'motherhood' to draw attention to - and disrupt - the masculine structures currently defining women's lives and work in the academy.

This book examines the current interest in recruiting and supporting more men in the early childhood education workforce.

This book showcases and celebrates the work of Gender and Sexuality Education scholars in order to challenge current negative interpretations of the field, and work towards new shared visions.

The editors and contributors cut across institutions, cultures and continents to seek to understand how women navigate the gendered process of becoming a professor, with each chapter applying a different theoretical or methodological approach to her experience.

The book will be of interest and value to students and scholars of mature-age male students, and aspirations and motivations within higher education more generally.

This book offers a provocative sociological examination of masculinity, class and music education within the context of a unique and fascinating culture: the classical musical world of choirboys.

Why are there so few women vice chancellors in UK higher education? In this book, Paula Burkinshaw explores the contemporary conversation around the 'missing women at the top' across UK society through in-depth interviews with the (hitherto) silent voices of women vice chancellors.

This book examines the current interest in recruiting and supporting more men in the early childhood education workforce.

This book presents the research journey involved in sensitively unearthing and re-presenting the lived experience of women casual academics. The book situates the felt human and post-human experience/s of narrative research alongside the philosophical and theoretical research practices encountered in an arts-informed narrative research project.

A call for action against the propagation of sexism and gender disadvantage in the academy, this important book will appeal to students and scholars of sexism in higher education as well as all those committed to working towards gender e/quality.

This book highlights the catalytic role of workers' education in mobilizing political activism and women's involvement in labour struggles and politics.

This book reframes gender and education issues from a feminist and capabilities perspective through a multi-generational study of women as teachers. It explores how different understandings of gender, equality and education generate a variety of approaches with which to pursue gender equality in education.

This book highlights the difficulties that women working as managers and leaders in initial teacher education face. Whereas many women are moving into positions of authority in teacher training, some existing women managers are being marginalized within new internally differentiated layers of managerial structures.

Many girls develop a sense of themselves through close connection with friendship groups but schooling processes typically require them to adopt the position of competitors in the end-of-school rankings and to act out their individualized positions in imagining themselves into the future.

This book investigates the reasons why the traditional psychological understanding of bullying fails those affected, and deconstructs how bullying is shaped by prominent discourse.

Drawing on a small sample of young men attending either a selective grammar or a secondary school in the same urban area of Belfast, the author demonstrates that contrary to popular belief, some working-class boys are engaged with education, are motivated to succeed and have high aspirations.

This book highlights the experiences of feminist early career researchers and teachers from an international perspective in an increasingly neoliberal academy.

This Handbook serves as a starting point for critical analysis and discourse about the status of women in outdoor learning environments (OLEs).

Drawing on international perspectives from a range of academic disciplines, it asks whether feminist spaces can offer freedom or flight from the corporatized and commercialized neoliberal university. How are expectations, entitlements and burdens felt in inhabiting feminist positions and what of 'bad feeling' or 'unhappiness' amongst feminists?

Drawing on international perspectives from a range of academic disciplines, it asks whether feminist spaces can offer freedom or flight from the corporatized and commercialized neoliberal university. How are expectations, entitlements and burdens felt in inhabiting feminist positions and what of 'bad feeling' or 'unhappiness' amongst feminists?