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This book explores the career paths of Australian women who have
succeeded in achieving professorships and beyond, where for the
most part, such positions are predominately occupied by males. It
also explores the gendered culture that exists across faculties and
universities as reported by participants in a survey questionnaire
of 525 new professors (female and male), and nearly 30 interviews
of women in Australian higher education, either in small focus
groups or individually. Futher, it identifies catalysts for and
inhibitors of success for women and looks in depth at "the boys'
club" and how it impacts women's progression. The book also
highlights how critical life decisions - doctoral study, work and
family - shape the careers of academic women. It identifies five
distinct career profiles for women academics and the pressure
points and effective support for each profile. Thus, this book can
assist women academics who are making life decisions and those
supporting their career progression. It also provides insights into
why affirmative action initiatives to improve the proportion of
women in the professoriate have had minimal impact despite
considerable investment over the past 30 years.
This book investigates the unique and dynamic approaches to key
issues of changing images of child and childhood, by different
countries in the Asia-Pacific. Key concepts considered are
re-conceptualizing early childhood education and care, re-eaxming
early learning standards and redefining professionalism. The Asia
Pacific region includes countries belonging to both the Majority
and Minority worlds and which vary widely in terms of their
cultural geography, social-cultural beliefs, and levels of
development, demographic profiles, political systems and government
commitments to early childhood services. An international team of
experienced researchers from different countries guarantees diverse
perspectives. By examining different countries' policy choices and
evidence-based practices, the authors show how best to provide for
young children based on their countries' strategies.
Contents: 1. Parent and child conflict as a modernist understanding 2. Parent and child conflict as social control and regulation 3. Parent and child conflict as relationships of power 4. Researching with families 5. Gendered conflict 6. School is in 7. Tidying 8. Daily living as normalization and regulation
This book draws from Foucault's notion of power-knowledge-resistance and feminist poststructuralism to offer a re-theorisation of parent-child conflict that takes into account relationships between the individual and society. Employing this non-traditional perspective, Grieshaber studies four families and considers how issues such as race, class, gender and age, interact with daily domestic practice to produce parent-child conflict.
This book investigates the unique and dynamic approaches to key
issues of changing images of child and childhood, by different
countries in the Asia-Pacific. Key concepts considered are
re-conceptualizing early childhood education and care, re-eaxming
early learning standards and redefining professionalism. The Asia
Pacific region includes countries belonging to both the Majority
and Minority worlds and which vary widely in terms of their
cultural geography, social-cultural beliefs, and levels of
development, demographic profiles, political systems and government
commitments to early childhood services. An international team of
experienced researchers from different countries guarantees diverse
perspectives. By examining different countries' policy choices and
evidence-based practices, the authors show how best to provide for
young children based on their countries' strategies.
Both traditional and progressive curricula are inadequate for the
task of responding to the economic, political, social, and cultural
changes that have occurred as a result of globalization. This book
documents some of the ongoing work occurring in early childhood
settings that is aimed at improving, and ultimately transforming,
early childhood practice in these changed and changing times. The
authors do not simply critique developmental approaches or the
increasing standardization of the field. Instead, they describe how
they are playing around with postmodern ideas in practice and
developing unique approaches to the diverse educational
circumstances that confront early childhood educators. Whether it
is preparing teachers, using materials, or developing policies,
each chapter provides readers with possibilities for enacting
pedagogies that are responsive to the contemporary circumstances
shaping the lives of young children.
This book questions some of the ideas about play that are held dear
by many in early childhood education. For many early childhood
professionals play is viewed as the essential aspect of children?s
development and learning and play is often promoted as a universal
and almost magical `fix? in the early years. Although play does
have many benefits for children, there are other sides to play that
are not so romantic, natural, or even particularly educational.
'The Trouble with Play' challenges such taken-for-granted
understandings of play in early childhood education and shows how
play is not always innocent or fun, that it can be unfair and
unjust in the interactions children have with each other and with
staff in early childhood settings.In addition to encouraging early
years professionals to have new ways of seeing and thinking about
play, the book also explores new approaches to pedagogy and the
role for the teacher, including the use of 'play' as a powerful
strategy for teaching and learning, as well as practical and
productive strategies for bringing a critical perspective to issues
around play.
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