Book Review Essay: Working Out Desire: Women, Sport, and Self-Making in Istanbul
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This seminar will examine the complex and varied black athletic experiences from the playing field to the coaching ranks and front office from a critical social justice perspective intersecting race, class, and gender. The course’s goal is twofold: first, to introduce you to the history and culture of African descendants and sports in the African Diaspora; and second, to promote a democratic learning environment that is designed to develop your critical awareness of race, class and gender dynamics through the teaching of African American social history and sociology of sport. The topics covered will include: African Diaspora and Sport history; Education and Student Athlete history; Sports journalism; Race, Sports and Front Office history; Sports and Social Justice Movement studies; Urban Studies; Social history; Gender; Class; and the Sociology of Sport.
Diaspora
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This is the history of one of the largest nursing organizations in the world and one of the largest professional associations of women. Drawing on the archives of the Royal College of Nursing, this book provides a new insight into the politics of nursing in the twentieth century.
This book deals with the position of nurses in British society during 20th century by examining the largest of their organizations. The Royal College of Nursing began as a small professional association in 1916. Its work included nurses’ education, professional policy and labour relations. This book puts the history of a single organization into a much wider perspective. It considers the history of nursing from political, social and economic points of view and sheds light on both gender relations and the position of women in the work place in Britain since 1916. The themes include the struggle to achieve professional status for nurses, the radicalization of nurses from the 1960s, the effect of immigration on nursing as a work force, gender relations within the profession and between nurses, their employers and other health professionals.
This book will appeal to anyone interested in nursing studies, gender history and labour history.
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Secondary-level education for girls was institutionalized in the era of the Dual Monarchy in Hungary. This book provides an analysis of visions and debates over the the so-called woman question in the journal Nemzeti Noneveles (National Female Education) (1879-1919) with special emphasis on secondary-level education for girls. The journal operated as a medium for public debate over a variety of conceptualizations of the educational era of the Dual Monarchy in Hungary. Due to the twofold definition of its purpose, namely that though it had a clear set of values and perspectives it preferred, the journal published articles that discussed educational issues from different perspectives, and in this way the journal as a significant part of the Hungarian women's movement could unite and could call for important social initiatives. This book is intended to contribute to the existing literature by adding a more complex picture of and deeper insights into contemporary discourse and debate about women's roles and education in the field of history of education.
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Our research analyzes French public policies concerning girls’ access to sport through educational measures. It is based on the study of official texts and institutional reports published since 1945. They are seen as being indicators of the policy frameworks defined by the French State and guiding educators’ action. Insofar as school has a socialisation role and contributes to the construction of stereotypes from a very young age, it appears essential to understand the practice possibilities offered there. It is thus a question of identifying the possibilities offered to girls and the representations associated with them, as well as the political, ideological and social foundations determining the directions taken. The historical approach was chosen to apprehend the processes that structured policy action and identify the changes over the long term. Justifying a policy of segregation, the naturalisation of the physical and moral qualities attributed to girls was followed by a universalist perspective adopted, from the 1980s onwards, as the condition for democratised access to the practice of sport. Failure to consider the social gender-related division of sports practices, constituting an obstacle to the construction of equality, gave way to reflection on the diffusion of stereotypes. This reflection achieved consensus in relation to policy ambitions at the beginning of the 2000s without, however, managing to detach itself from a naturalisation of the tastes and aptitudes of each sex.
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Western sociologists and feminist researchers have extensively discussed qualitative research methodology. However, such methods are subject to local adjustments when they are applied in a non-western country. In this article I reflect upon my experience of collecting women's life histories in urban China, drawing attention to my position as an insider researcher, how I contacted interviewees and conducted interviews with two generations of women, and accounting for some specific features of the ways in which these Chinese women narrated their lives. I identify the ways in which specific social-cultural practices impacted upon my collection of life narratives and suggest that balancing western ideas and ethical approaches to qualitative research with local specificity is crucially important in such cross-cultural studies.
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This paper was commissioned by the section of Health and Education at UNESCO as a background paper for
“Switched on: Sexuality education in the digital space”, a symposium held in Istanbul, Turkey, held on 19 – 21
February 2020. It has not been edited by the team. The ideas and opinions expressed in this paper are those of
the author(s) and should not be attributed to UNESCO.
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In summer 2003, I was preparing for my comprehensive exams at York University as a PhD student in women’s studies (now gender, sexuality, and women’s studies).1 In planning my talk for the 2017 IAB...
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On 23 May 2015 students on the Women’s Studies Masters (M.St course) at the University of Oxford organised a conference to commemorate twenty years of Women’s Studies at Oxford, entitled: ‘Teaching to Transgress’: Twenty Years of Women’s Studies at Oxford. The conference consisted of a mixture of papers from leading academics in the field of Women’s Studies, as well as from postgraduate students currently enrolled on the M.St programme at Oxford, with the intention of giving young early career women the opportunity to present their research to a broad interdisciplinary audience.Since its foundation in 1995, the Women’s Studies course has strived to enact what the American feminist and activist bell hooks terms ‘education as the practice of freedom’.[1] Reflecting upon the discussions emerging from the conference, the conference organisers Charlotte De Val and Eleri Anona Watson ask: ‘what are the new and repeated challenges we face in fulfilling this practice of freedom?’ They also consider the changing scope of Women’s Studies as an academic field alongside present debates regarding its future in the UK and further afield. Examining debates of ‘possibility’ and ‘impossibility’ within Women’s Studies—that is to say, materialist versus post-structuralist critiques—in conjunction with questions of accessibility and ‘intellectual gatekeeping’, this article proposes that the future of Women's Studies is not the ‘apocalyptic’ vision that its critics would often have us believe. Indeed, one of the themes emerging from the conference was that as long as the field practices radical self-questioning and self-critique, Women’s Studies will maintain its academically and socially transformative potential.[1] bell hooks’s writings cover gender, race, teaching, education and media, emphasising the connections with systems of oppression. hooks is the author of pioneering works such as Ain’t I a Woman?: Black Women and Feminism (1981), Feminist Theory: From Margin to Centre (1984) and Writing Beyond Race: Living Theory and Practice (2013), and remains a leading public intellectual in feminist and educational studies.
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