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This edited volume looks at the reproduction and transformation of
family norms in contemporary times. Set against a context of
far-right politics calling for a return to more conservative
identity politics and family norms, and building on late 20th
century social movements which challenged essentialist and
functionalist understandings of identities and families, it
considers a variety of non-traditional family structures. Written
by scholars based in Argentina, Ghana, Italy, Portugal, the UK, and
the USA, the chapters question what ‘counts’ as a family in
contemporary times and considers how the discourses of power which
operate in institutional and geographical contexts impact how
families are recognized and valued. The book includes analysis of
non-traditional and non-heteronormative families such as
single-parent families, childless families, families with animal
companions, LGBTQ families, families across the Global South, mixed
heritage families and families of friends. Drawing on
post-structuralist, critical, and feminist theories the
contributors discuss how power relationships linked to gender,
class, ethnicity, sexuality, dis/ability and other in/equalities
intersect and operate in defining what counts as a family.
Teachers, Gender and the Feminisation Debate critically engages
with the claim that teaching is a feminised profession and offers a
comprehensive and authoritative analysis of the way gender and
power play out in the lives of male and female teachers. Informed
by social constructivist, feminist theories of work and education,
the book adopts a relational and intersectional approach to gender.
Drawing on a range of primary and secondary sources, including
national and international datasets, policy and research texts, and
an original corpus of interviews conducted by the author in England
and France, the book provides a timely assessment of a view of
teaching as feminised. It explores the various discourses and
debates about the feminisation of teaching which circulate in media
and policy circles in a range of local, national and international
contexts, and questions some of the claims underpinning these
discourses. It also analyses the experiences of men and women who
teach, looking at the way gender and power impact on their careers
and private lives in the context of the feminisation debate.
Teachers, Gender and the Feminisation Debate offers a
research-informed and comprehensive account of gender issues in the
teaching profession and will be of great interest to academics,
researchers and postgraduate students in the fields of education,
sociology and gender studies.
Teachers, Gender and the Feminisation Debate critically engages
with the claim that teaching is a feminised profession and offers a
comprehensive and authoritative analysis of the way gender and
power play out in the lives of male and female teachers. Informed
by social constructivist, feminist theories of work and education,
the book adopts a relational and intersectional approach to gender.
Drawing on a range of primary and secondary sources, including
national and international datasets, policy and research texts, and
an original corpus of interviews conducted by the author in England
and France, the book provides a timely assessment of a view of
teaching as feminised. It explores the various discourses and
debates about the feminisation of teaching which circulate in media
and policy circles in a range of local, national and international
contexts, and questions some of the claims underpinning these
discourses. It also analyses the experiences of men and women who
teach, looking at the way gender and power impact on their careers
and private lives in the context of the feminisation debate.
Teachers, Gender and the Feminisation Debate offers a
research-informed and comprehensive account of gender issues in the
teaching profession and will be of great interest to academics,
researchers and postgraduate students in the fields of education,
sociology and gender studies.
This timely volume explores the ways that university institutions
affect the experiences of student carers and how student carers
negotiate the (often conflicting) demands of care and academic
work. The book maps the experiences of student carers in academic
cultures, exploring the intersectional ways in which gender, class,
race and other social categories define who can take up a position
as a student and a carer. It is framed by concerns of equity and
diversity in higher education and ways that diverse people with
wide-ranging care responsibilities are able to access and engage
with degree-level study. The book promotes the idea of a more
inclusive and equitable higher education environment and supports
the emergence of more 'care-full' academic cultures which value and
recognise care and carers. The book will be highly relevant reading
for academics, researchers and post-graduate students with an
interest in higher education, social justice, gender studies and
caring responsibilities. It will also be of interest to
postgraduate students in sociology of education as well as higher
education policymakers.
This monograph is dedicated to one of the discoverers of poly(ADP
ribose), Professor Paul Mandel, from the Centre de Neurochimie in
Strasbourg. We would like to congratulate him for his distinguished
contributions to the field of poly(ADP-ribosyl)ation and express
our gratitude for his support in the last years and particularly
for his encouragement for the organization of this meeting.
Poly(ADP-ribose) was discovered more than 25 years ago. Since then,
excellent progress has been made on the study of the mechanisms of
poly(ADP ribose) reaction. The last five years have been
particularly exciting since the development of various molecular
biology techniques has revealed the complex nature of this
multifunctional enzyme. Looking at the contributions presented at
this meeting, it becomes obvious that more work at the molecular
level is needed. Most likely, these experiments will shed some
light on the functions of poly(ADP-ribose), but further iophysical
studies will still be required to fully understand this complex
enzymatic system."
The Making of Modern Law: Foreign, Comparative and International
Law, 1600-1926, brings together foreign, comparative, and
international titles in a single resource. Its International Law
component features works of some of the great legal theorists,
including Gentili, Grotius, Selden, Zouche, Pufendorf,
Bijnkershoek, Wolff, Vattel, Martens, Mackintosh, Wheaton, among
others. The materials in this archive are drawn from three
world-class American law libraries: the Yale Law Library, the
George Washington University Law Library, and the Columbia Law
Library.Now for the first time, these high-quality digital scans of
original works are available via print-on-demand, making them
readily accessible to libraries, students, independent scholars,
and readers of all ages.+++++++++++++++The below data was compiled
from various identification fields in the bibliographic record of
this title. This data is provided as an additional tool in helping
to insure edition identification: +++++++++++++++Yale Law
LibraryLP3Y032580019020101The Making of Modern Law: Foreign,
Comparative, and International Law, 1600-1926Paris: Arthur
Rousseau, 19022 p. l., 134 p. 25 cmFrance
This is a reproduction of a book published before 1923. This book
may have occasional imperfections such as missing or blurred pages,
poor pictures, errant marks, etc. that were either part of the
original artifact, or were introduced by the scanning process. We
believe this work is culturally important, and despite the
imperfections, have elected to bring it back into print as part of
our continuing commitment to the preservation of printed works
worldwide. We appreciate your understanding of the imperfections in
the preservation process, and hope you enjoy this valuable book.
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