Compiled by the current editors of the journal Gender & Education, this new book maps the development of thinking in gender and education over the last fifteen years, featuring groundbreaking articles from leading authors in the field.

Written for Higher Education Masters and PhD programs, this landmark textbook joins the theory of feminist post-structuralism with research methods for the purpose of policy analysis in Higher Education. It showcases the different methods that can be applied to a range of topics in Higher Education policy and policy development. Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars, and provides an in-depth examination of theoretical frameworks and concrete examples of how feminist post-structuralism effectively informs research methods and can serve as a vital tool for policy-makers and analysts.

This book provides a valuable route map to the development of thinking in gender and education over the last fifteen years. It includes over thirty-five seminal articles from the journal Gender and Education, written by many of the leading authors in the field from the UK, the USA, Australia and Europe. Compiled by the current editors of the journal to show the development of the field, the book is divided into six sections: * Gender Identities * Theory and Method * Policy and Management * Sexuality * Ethnicity * Social Class. The specially written introduction by the editors contextualises the selection and introduces students to the main issues and current thinking in the field. Available in one easy-to-access place, this authoritative reference book provides a collection of articles that have lead the field. It should find a place in every library and on every departmental bookshelf.

The author questions commonly understood binaries in understanding gender, identity, sexuality, and education in order to forge new areas of theorizing the politics of self and other while destabilizing established power hierarchies. The book concludes with a discussion of feminist pedagogy and activism, stressing the significance of analyzing pedagogy and working to create more open feminist and democratic spaces for learning."--Jacket.

The Critical Turn in Education traces the historical emergence and development of critical theories in the field of education, from the introduction of Marxist and other radical social theories in the 1960s to the contemporary critical landscape. The book begins by tracing the first waves of critical scholarship in the field through a close, contextual study of the intellectual and political projects of several core figures including, Paulo Freire, Samuel Bowles and Herbert Gintis, Michael Apple, and Henry Giroux. Later chapters offer a discussion of feminist critiques, the influx of postmodernist and poststructuralist ideas in education, and critical theories of race. While grounded in U.S. scholarship, The Critical Turn in Education contextualizes the development of critical ideas and political projects within a larger international history, and charts the ongoing theoretical debates that seek to explain the relationship between school and society. Today, much of the language of this critical turn has now become commonplace—words such as "hegemony," "ideology," and the term "critical" itself—but by providing a historical analysis, The Critical Turn in Education illuminates the complexity and nuance of these theoretical tools, which offer ways of understanding the intersections between individual identities and structural forces in an attempt to engage and overturn social injustice.

Using feminist post-structuralist and Foucaldian frameworks, this book explores and critiques how educational discourses have directly contributed to post-feminist notions about female power and success.

Thousands of diverse museums, including art galleries and heritage sites, exist around the world today and they draw millions of people, audiences who come to view the exhibitions and artefacts and equally importantly, to learn from them about the world and themselves. This makes museums active public educators who imagine, visualise, represent and story the past and the present with the specific aim of creating knowledge. Problematically, the visuals and narratives used to inform visitors are never neutral. Feminist cultural and adult education studies have shown that all too frequently they include epistemologies of mastery that reify the histories and deeds of 'great men.' Despite pressures from feminist scholars and professionals, normative public museums continue to be rife with patriarchal ideologies that hide behind referential illusions of authority and impartiality to mask the many problematic ways gender is represented and interpreted, the values imbued in those representations and interpretations and their complicity in the cancellation of women's stories in favour of conventional masculine historical accounts that shore up male superiority, entitlement, privilege, and dominance.0Feminist Critique and the Museum: Educating for a Critical Consciousness problematises museums as it illustrates ways they can be become pedagogical spaces of possibility. This edited volume showcases the imaginative social critique that can be found in feminist exhibitions, and the role that women's museums around the world are attempting to play in terms of transforming our understandings of women, gender, and the potential of museums to create inclusive narratives.

This book argues for renewed understandings of academic activism, understandings that conceive of the ideas, arguments and scholarship of the academe as embedded within the practices of what the academy does. It examines why and how a renewed notion of academic activism informs a philosophy of higher education specifically in relation to teaching and learning. The book focuses on the theories and practices of teaching and learning, in particular how such pedagogical actions are guided by social, political and cultural influences outside of the university as a higher education institution. The authors advocate for a living philosophy of higher education that is commensurate with real actions and imaginary fictions of what constitutes higher education and what remains in becoming for the discourse. With a focus on South African social justice education, the book imagines pathways for academic activism to manifest in revolutionised pedagogical actions or actions that bring into contestation what already exists with the possibility for the cultivation of renewal. .

Reproduction of the original. The publishing house Megali specialises in reproducing historical works in large print to make reading easier for people with impaired vision.

Feminist Engagements is a collection of essays by some of the top names in feminist education, in which they read and revision the works of the major twentieth-century theorists in education and cultural studies.