Gendered Choices (eBook)

Editorial by Series Editors 6
Contents 9
About the Editors 11
About the Authors 13
Chapter 1 19
Introduction 19
Neo-liberalism 21
Marketisation, ‘Choice’ and Skills 22
Globalisation 23
Gender, Power and Resistances 24
New Knowledges—New Ways of Knowing 24
Organisation of the Book 25
References 26
Part I 28
Learning Pathways—Gendered Learning 28
Chapter 2 29
Part I: Introduction 29
References 32
Chapter 3 34
Re-asserting a Relational Model of Teaching and Learning: A Gender Perspective 34
The Gender Impact of Adult Education Changes 35
Marketising Education 36
Lifelong Learning as a Contested Space 37
Different Forms of Reasoning 40
Using Story as a Research Method 41
The Emotional Life of Teaching and Learning 42
Story 1: ‘A Place to Think’ 42
Story 2: ‘An Intergenerational Workshop’ 43
Story 3: ‘Learning Reviews’ 44
What Do These Stories Tell Us? 44
The Relevance of Psycho-Social Literature on Education 46
Conclusion 47
References 48
Chapter 4 51
Widening Educational Participation: Masculinities, Aspirations and Decision-Making Processes 51
Introduction 51
Widening Participation: Policy Contexts and Frameworks 53
Aiming Higher and Raising Aspirations 57
Decision-Making Processes and Formations of Aspirations 58
Complex and Contradictory Masculine Aspirations 63
References 63
Chapter 5 66
Innovatory Educational Models for Women Returners in Science, Engineering and Technology Professions 66
Introduction 66
Background to the Problem of Women’s Careers in SET 67
UK Government Responses 68
Distance Education for Women 69
The Women into Technology (WIT) Scheme for Women Returners 70
A Feminist Institutional Network for SET Activities 72
An Online Course for Women Returners to SET—An Integrated Model 72
The Outcomes of an Online ‘Returners’ Course 75
Conclusion and Recommendations 78
References 80
Chapter 6 82
Women’s Choices Shattered: Impact of Gender Violence on Universities 82
Introduction 82
Violence Against Women Also at Universities 85
Universities as Male-Dominated Domains 86
Emotional and Professional Barriers to Women’s Educational Plans 89
Recommendations 92
Conclusions 94
References 95
Chapter 7 97
Part I: Conclusion 97
Part II 99
The Agenda for Gender in Workplace Learning 99
Chapter 8 100
Part II: Introduction 100
References 104
Chapter 9 105
Women Work-Based Learners: Factors Affecting Lifelong Learning and Career Opportunities 105
Introduction 105
Gender Segregation in Work and Education 106
The Decisions of Younger and Older Women 108
Changing Careers 110
‘I’ve Decided to Re-train’ 112
Start Them Off Young? 116
Lifelong Learning Outside the Vocational Arena 118
Conclusions 119
References 120
Chapter 10 122
Where is Gender Within the Workplace Learning Agenda? 122
Introduction: Research Focus and Methodology 122
Research Focus and Methods 123
Use of a Life-History Methodology 124
The Policy Context 125
UNISON and Brokering of Workplace Learning Partnerships 127
Who Are the Learners? 127
Motivations and Engagement of Low-Paid, Older, Part-Time Women Learners 128
Outcomes for Learners—the Impact of Learning 132
Conclusions 135
References 136
Chapter 11 138
An Opportunity to Widen Participation Through Work-Based Learning? The Impact of Gender 138
References 152
Chapter 12 154
Educated Women in the Labour Market of Iran: Changing Worlds and New Solutions 154
Introduction 154
Women, Development and Citizenship 155
Education, Women and Work in Iran 156
Government Plans 160
Vocational and Workplace Training in Iran 162
Childcare and the Future of Graduate Women’s Employment 165
Conclusion 167
References 168
Chapter 13 171
Part II: Conclusion 171
Part III 172
Identity, Intimacy and In/Formal Pathways 172
Chapter 14 173
Part III: Introduction 173
References 176
Chapter 15 178
Transitions in Professional Identity: Women in the Early Years Workforce 178
Introduction 178
Foundation degrees and Work-Based Learning 179
The Early Years Foundation degree at the Open University 181
Developing Reflection 183
Developing the Confidence to Act 186
Professional Identity 187
Conclusion 189
References 191
Chapter 16 193
‘Getting by’ or ‘Getting Ahead’? Gendered Educational and Career Decision-Making in Networks of Intimacy 193
Introduction 193
Research Context 195
Social Network Approach 196
The Empirical Research 198
Introducing Joanna’s Network 199
Analysis 201
Initial Post-compulsory Education 202
Lifelong Learning 203
The Relevance of Gendered Standpoints 205
Concluding Remarks 208
References 209
Chapter 17 213
Power, Resistance, and Informal pathways: Lifelong Learning in Feminist Nonprofit Organisations 213
Introduction 213
Theoretical Underpinning 214
Methodology and Data Collection 217
Context of the Study 218
Technologies of Power and Resistances 218
Learning Through Participation 218
Resistance Through Silence 220
Using Strategy to Resist 221
Using Subversion to Resist Government Discourse 222
Discussion of the Findings 224
Conclusion 227
References 227
Chapter 18 230
Lifelong Learning in Later Years: Choices and Constraints for Older Women 230
Introduction 230
Lifelong Learning and Active Citizenship 231
Gendered Constructions of Family Life 234
‘Suddenly I was somebody!’ Re/developing Identities 236
Women-Only Spaces 239
Conclusions 242
References 243
Chapter 19 245
Part III: Conclusion 245
Chapter 20 247
Policy Challenges: New Spaces for Women’s Lifelong Learning 247
Introduction 247
Policy Critique and Critical Positioning 248
Widening Participation Policy and Valuing Skills in Learning/Work 249
Space for Women: Contested and Women-Centred Spaces 250
Imagined Domains 251
Conclusion 252
References 253
Index 255