Kelly Coate, Camille Kandiko Howson and Tania de St Croix King’s College London Mid-career academic women: strategies, choices and prestige Carole Leathwood and Barbara Read London Metropolitan University & Glasgow University Gender, age and seniority: un/becoming an academic in precarious times Lenka Vrablikova University of Leeds Towards academic freedom: post-Kantian feminisms 2.00-4.00 (1014) Teachers, Identities and Social Justice Teachers and teacher educators : doing social justice Alexandra Sewell University of Birmingham Tanzanian teacher’s constructions and perceptions of ‘inclusive education’ for girls and girls with disabilities Kylie Smith and Kate Alexander University of Melbourne Feminism and early childhood: what are the lived realities of educators? Tamar Hager Tel Hai College, Israel Pedagogy of resistance: a Jewish feminist teacher grapples with Arab students' discrimination and exclusion Heidi Fritz Horzella University of Warwick Schoolteachers as gendered political subjects: pedagogy, activism and feminism Elina Lahelma University of Helsinki Four year after the project: is gender awareness in teacher education a mission impossible? 2.00-4.00 (2001) Public Pedagogies: the power of policy International policy Garth Stahl University of South Australia Constituting an egalitarian personhood of ‘value’ in a neoliberal discourse Saba Hussain University of Warwick School going Muslim girls in Assam (India): experiences at the intersection of national policy and international islamophobic discourses Goli Rezai-Rashti University of Western Ontario The politics of women’s access to higher education in the Islamic Republic of Iran: the interplay of repression and resistance Sophie and Nahla AlMalki Delta Stockholm University Women’s education in Saudi Arabia: a source of empowerment through the ongoing battle for equality. A feminist pedagogical perspective 2.00-4.00 (2002) Research Methods and Methodology Beyond Representation: engaging creative and affective methodologies for re-imagining girlhood in place, history and time. Convened by Emma Renold
9.00-11.00 (Gilbert Scott Lecture Theatre) Pedagogy, Power and the Curriculum Extending the Reach of Critical Pedagogy Michalis Kontopodis, Marta Jackowska & Christine Becker-Hardt University of Roehampton, University of Roehampton & Free University Berlin Widening participation in BA developmental psychology courses: a theory-based intervention Anna Danielsson, Malena Lidor, Maria Berge Uppsala University The enactment of power within ‘didactical contracts’ of classroom teaching Jón Ingvar Kjaran, Ingólfur Ásgeir Jóhannesson University of Iceland Teaching about the ‘Pink Holocaust’ in an Icelandic upper secondary school classroom: a queer counter-space? Maggie Nerinx High School Parochialism and patriarchy: Teaching Gender Studies in a Catholic high school Talia Meer and Kelley Moult University of Cape Town Teaching and learning about sex, gender and gender-based violence in South African high schools: barriers, prospects and possibilities 9.00-11.00 (G070) Power in the Academy Creating anti-oppressive spaces within the neoliberal diversity regime: doing critical pedagogy in university classrooms. Convened by Nicole S Bernhardt Elena Chou York University, Toronto Intersectionality as Critical Pedagogy Sandra Smele York University, Toronto Storying power and pedagogy Pat Breton York University, Toronto The affect of ‘feeling oppression/privilege: feminist politics of emotion in teaching and learning in neoliberal higher education Rehanna Siew Sarju York University, Toronto Learning from the margins – teaching feminist research Nicole S Bernhardt York University, Toronto To call out or not to call out? Disrupting oppressions within the classroom Geraldine McCusker Manchester Metropolitan University Feminist praxis in the academy: processes and tensions inherent in feminist pedagogy 9.00-11.00 (1014) Teachers, Identities and Social Justice Storying the teaching self Emmy Papanastasiou London Metropolitan University Discursive practices of gender, sexuality and educational leadership in Greek primary education: a case study Sue Smedley, Kate Hoskins University of Roehampton Learning to be Froebelian: student teachers’ life histories 1952-1965
heteroglossia: the benefits of Bakhtinian applications for analysing power and diversity in productions of gender Kay Fuller University of Nottingham Polyglossic simultaneity: ‘switching’ gender discourses but what else is it? Debbie Johnson King’s College London Assuming Sex and Gender: The Political Challenge of the Intersex Body 3.45-5.45 (2040) Subject Cultures Including feminism, including girls and women Pia Vuolanto and Anne Laiho University of Turku Gender perspective in nursing science and nurse education Kateryna Karpenko Kharkiv National Medical University, Ukraine Ecofeminist discourse in higher medical education Josilene Aires Moreira, Danielle RoussyDias da Silva, Giorgia de Oliveira Mattos, Ricardo Moreira da Silva and Maria Eulina Pessoa de Carvalho Federal University of Paraiba, Brazil Difficulties in achieving a degree in computer science: why programming languages learning is harder for girls? Cecilia Queiroz, Maria Eulina Pessoa de Carvalho, Josilene Aires Moreira Federal University of Paraiba Gender and the inclusion of young women in Exact Sciences, Engineering and Computer Science 3.45-5.45 (Southlands Campus, Library Archive) Pedagogy, Power and Childhood Visit to the Archives and Special Collections, University Library (Froebel Archive for Childhood Studies and Richmal Crompton Collection). You will be introduced to the Froebel Archive and will be able to spend time exploring it. Facilitated by Kate Hoskins and Kornelia Kapok, the archivist. NB. It is essential that you sign up for this visit before the end of Wednesday as numbers will have to be limited. You will be able to do this at the conference reception desk in Whitelands. 6.00-7.00 (William Morris Lecture Theatre) Gender and Education Association Biennial General Meeting – all welcome 7.30-8.00. Grove House and Lawn, Froebel College Gender and Education Association Reception and book launch, honouring Miriam David 8.00 Grove House and Lawn, Froebel College Conference Gala Dinner with live music.
10.45-12.45 (2001) Gender Norms and (Hetero)normativity Negotiating heteronormative ‘bullying’ discourses in US, UK and Australia. Convened by Jessica Ringrose Jessica Ringrose, Victoria Rawlings UCL Institute of Education & Lancaster University Posthuman performativity and bullying: exploring the intra-acting discursive and material agents producing heterosexual gender at school (research conducted in Australia and UK) Melissa J. Smith Queering Education Research Institute (QuERI) and University of Central Arkansas Quiet girls and active boys: heteronormative gender roles in teacher allies’ classroom (research conducted in USA) Elizabethe Payne Queering Education Research Institute (QuERI) and City University of New York Transgender kiss and the spectre of sexual predation: elementary educators’ talk about a MTF transgender child’s romantic awakenings (research conducted in USA) Marisa Ragonese School of Social Work, Graduate Centre, City University of New York Shifter perspective: conducting workshops on homophobic (research conducted in USA) 10.45-12.45 (2002) Research Methods and Methodology Entangled Mundanity: Matter and Meaning in Education: Research Practices. Convened by Carol Taylor Carol Taylor Sheffield Institute of Education Mundane disturbances: theorizing the inconsequential materiality of educational spaces Emily Danvers University of Sussex Critical thinking and higher education: thinking between Barad and Ahmed Maria Tamboukou Centre for Narrative Research, University of East London Lunch hour in New York or narrative phenomena in the archive Christina Hughes University of Warwick Exploring the ecology of value attribution: The case of number in debates concerned with access and progression to HE 10.45-12.45 (2012) The medicalization of health and gender Medical-ised pedagogies and subjectivities Alexandra Müller, Veronica Mitchell and Chivaugn Gordon University of Cape Town Disrupting the monolith with micro rebellions: a teaching intervention to challenge hetero-patriarchy at a South African medical school Maria Tsouroufli London Metropolitan Affective pedagogy as a gendered form of academic professionalism in Greek Medical