This thesis comprises an analysis of ways to approach developing feminist pedagogies. Its main premise is that given the ideological, political and problematic nature of teaching and learning within educational institutions, it is not possible to define and prescribe a certain set of teaching behaviours that would constitute 'successful feminist pedagogy' in all circumstances. Instead, the thesis explores the changing nature of feminist theories, particularly the shift from essentialist feminism to feminisms of difference. It also considers a range of other influences on feminist teachers as they develop their approaches to teaching. These influences include critical and radical pedagogical theories; the impact of women on the teaching profession; postmodernism; using critique and reflection within the classroom; the nature of relationships in classrooms; the role of teacher education; and developments within English education. Since I am a feminist English teacher, I draw on my own classroom experiences, both at secondary and pre-service teacher education levels. I use these experiences not as models of feminist teaching practice, but as material to reflect on ways in which a feminist teacher might move towards creating intellectual imaginings for changing her classroom work so that it contributes to an ever-evolving vision of a different feminist future. The thesis is also concerned with the processes involved in intellectual work and in becoming a feminist teacher. Within the text I have used both journal writing, and personal reflection on classroom events, to disrupt the otherwise authoritative tendencies of thesis statements. This is why, rather than coming to conclusions about the specific attributes of feminist classrooms, I suggest ways in which feminist teachers can work on their own transition towards reflective, critical and feminist classroom practices.

The attitudes of all Hoosier women (304) employed full-time in editorial (writing/managing) capacities on Indiana's seventy-eight dailies were determined through a mail questionnaire that queried demographics and five subject areas: job conditions, self-concept, upward mobility, male versus female situations, and effects of the women's movement.The researcher expected Hoosier women to feel discrimination against their chances for upward mobility and in their assignments and job conditions, as was found in prior studies. It was also expected that the women's movement would have little impact on women in a corn-belt midwestern state.The results indicated that nearly half of the respondents had experienced discriminatory practices, with 40 percent of them claiming to have person-ally attempted to better the situation. While the women overwhelmingly liked their jobs and felt females to be as good or better than males in reportorial duties, the key finding of the research was that overall, Hoosier women were undecided (in their mean responses) to nearly 40 percent of the instrument's statements.Further, the women perceived not the original five dimensions of questions, but three: "us versus them" that related to the newspapers' treatment of employees, in particular women; personal attitude questions; and women's movement questions.It was also found that the women, by virtue of their responses to the instrument, tended to group themselves into two "types" that were not related to job conditions, pay, education, or the bulk of the demographics. The only significant factor that differed in the two groups was number of years in journalism, as Type 1 women were younger than Type 2. Overall, the Type 1 women were found to be more conscious of discrimination toward women and leaned heavily toward the male versus female dimension of statements. Type 2, the older women, were aware of problems in the field, but were more satisfied with their jobs and positions in life, with more concern focusing on self-concept and job conditions.Mean responses of the demographic questions provided a profile of the average Hoosier newspaperwoman in this first study to be undertaken in Indiana. The research became only the fifth such study done in an individual state. Most of the demographic findings were similar to those found in other states or in national surveys with the exception of pay, where Indiana women experienced a decidedly lower mean wage.

Throughout the nineties a range of factors, not least the series of suicides at Cornton Vale women's prison, highlighted concerns about how the criminal justice system deals with female offenders in Scotland. There has been a review of community-based disposals and the use of custody for women (Scottish Office, 1998a), an Inspection of Cornton Vale was conducted (HMI, 2001), and a Ministerial Group on Women's Offending was set up (Scottish Executive, 2002a). Despite this concern the numbers of female offenders being sentenced to custody has continued to rise. This study sought to examine the nature of criminal justice social work services delivered to female offenders and the way in which ideological and policy shifts have impacted on it. Differences relating to gender, with regard to both practitioners and clients, within the context of criminal justice social work in Scotland,w ere considered.T his included a consideration of the impact of the policy shift from the "welfare" to the "justice" model. Thirty-five interviews were conducted with criminal justice social work staff and material was drawn from 420 Social Enquiry Reports. The study examined practices and policies which relate to how women are supervised, how these relate to the presentation of information in social enquiry reports, and in turn how this may relate to the final court disposal imposed. A discrepancy between policy and practice was identified in that the latter draws on the "welfare" model more than is endorsed by formal policy. This greater emphasis on the "welfare" model applies to work with female offenders in particular. There were concerns amongst criminal justice social work staff that such a difference in approach might be discriminatory. A new "welfare" model of supervision appears to have been adopted in the supervision of female offenders. This model emphasised the importance of the working relationship, between supervisor and client, within which women offenders should be allowed scope for negotiation. Information on female offenders derived from both interviews with criminal justice staff and the data obtained from SERs is used to review social control theory (Hirschi, 1969), as it exists, as an explanation of female offending. Carlen's study (1988) of female offenders suggested that integral to their involvement in offending was a rejection of the controls to which they are subjected and of their gender roles. By contrast the profile of women offenders as identified in this study suggests that women are offending partly in an endeavour to conform to, or at least cope with, their gender roles. Female offenders were reported as having experienced greater adversity and this appears to havee licited a protective response from social workers. This protection began in women's childhoods and is evident in their treatment as adults. The organisation of community service is considered by female social workers to have an inherent gender bias which renders it less suitable for female offenders. These concerns appear to have foundation in terms of an apparent gender bias in the operation of community service schemes. Female offenders sentenced to community service were more likely to have had their SERs compiled by male SER writers, while female offenders sentenced to probation were more likely to have their SERs compiled by female SER writers. Female social workers specifically appear to adopt a stronger welfare orientation when compiling reports on female offenders apparently motivated by an inclination to protect. This has implications for gender specific allocation of work. The effect is not protection if reports arc undermining community service as a possible alternative to custody for women, as appears to be the case when the SER writer is female.

Thesis (MEd (Human Resource Studies)) -- University of South Australia, 1995

Thesis (MEd (Human Resource Studies)) -- University of South Australia, 1995

Thesis (Ph. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

Thesis (M.A.)--University of British Columbia, 2007. / Includes bibliographical references (leaves 169-173). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M. A.)--University of British Columbia, 2007. / Includes bibliographical references (leaves 169-173).

Thesis (LL. M.)--University of Toronto, 2005. / Includes bibliographical references (leaves 105-111).

Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2008. / Includes bibliographical references (leaves 53-56). Also available in electronic version.