Introduction - after the science question in feminism. Part 1 Science: feminism confronts the sciences how the women's movement benefits science - two views why \"physics\" is a bad model for physics. Part 2 Epistemology: what is feminist epistemology \"strong objectivity\" and socially situated knowledge feminist epistemology in and after the enlightenment. Part 3 \"Others\": \"...and race?\" - the science question in global feminism common histories, common destinies - science in the first and third worlds \"real science\" thinking from the perspective of lesbian lives reinventing ourselves as other Conclusion - what is a feminist science.

Whose Science? Whose Knowledge? Thinking from Women's Lives

Symposium Review: 25th Anniversary of Moral Boundaries by Joan Tronto

Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics

Postmodern Subjects, Postmodern BodiesThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary WestYearning: Race, Gender, and Cultural PoliticsGender Trouble: Feminism and the Subversion of Identity

Critical Thinking and Education

This article contributes to debates about the value and utility of the notion of postfeminism for a seemingly “new” moment marked by a resurgence of interest in feminism in the media and among young women. The paper reviews current understandings of postfeminism and criticisms of the term’s failure to speak to or connect with contemporary feminism. It offers a defence of the continued importance of a critical notion of postfeminism, used as an analytical category to capture a distinctive contradictory-but-patterned sensibility intimately connected to neoliberalism. The paper raises questions about the meaning of the apparent new visibility of feminism and highlights the multiplicity of different feminisms currently circulating in mainstream media culture—which exist in tension with each other. I argue for the importance of being able to “think together” the rise of popular feminism alongside and in tandem with intensified misogyny. I further show how a postfeminist sensibility informs even those m...

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Post-postfeminism?: new feminist visibilities in postfeminist times

Young people transitioning from out-of-home care are known to have poor educational outcomes compared to their non-care peers. Yet little is known about the experiences or needs of the small numbers of Australian care leavers who enter higher education. This article critically examines existing Australian and international research on the access of care leavers to higher education. A group of pre-care, in-care, transition from care and post-care factors are identified as either hindering or assisting care leavers to maximise their educational opportunities. Some specific policy and practice reforms are recommended to enhance opportunities for Australian care leavers to participate in and complete higher education.

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Young people transitioning from out-of-home care and access to higher education: a critical review of the literature

Despite increased attention from Universities and Industry, the low representation of female students in Computer Science undergraduate degrees remains a major issue. Recognising this issue, leading tech companies have established strong and committed diversity initiatives but have only reached up to 17\% female representation in their tech departments. The causes of the reduced attraction and retention of female students are varied and have been widely studied, advancing the understanding of why female students do not take up or leave Computer Science. However, few analyses look at the perceptions of the females that have stayed in the field. In this paper, we explore the viewpoints of female academics and postgraduate students in Computer Science with various undergraduate backgrounds and pathways into academia. Our analysis of their interviews shows the influence of family, exposure, culture, sexism and gendered thought on their perceptions of the field, and of themselves and their peers. We identify that perceptions of identity conflict and a lack of belonging to the discipline persist even for these high-performing professionals.

Gender Gap in Academia: Perceptions of Female Computer Science Academics

Computer science, like technology in general, is seen as a masculine field and the under-representation of women an intransigent problem In this paper, we argue that the cultural belief in Australia that computer science is a domain for men results in many girls and women being chased away from that field as part of a border protection campaign by some males – secondary school teachers, boys and men playing games online and young men on campus at university We draw on American feminist philosopher, Iris Marion Young’s analysis of the ‘five faces’ of oppression to suggest strategies whereby Australian universities could support women in computer science and educate men about respectful behaviour and gender equity

Broadening participation not border protection: how universities can support women in computer science

This is a report on how (pro)feminist social workers might use the qualitative research methodology, memory work. The first section acknowledges the pioneering work of Frigga Haug in the conception and use of memory work and considers the underlying assumptions of the methodology and prescribed uses of the method. In the second section, we use a recent memory-work project conducted with women social science students/graduates, who come from low-socio-economic backgrounds, to illustrate memory-work processes in action. Here, we emphasise the potential benefits of using the method, which include its ability to inspire trust and solidarity in a group setting and connect the personal with the political.

Feminist memory work in action: Method and practicalities

In this article, we argue that the expectations, experience, and identities of academics may be just as crucial to improving the participation of students from low socio-economic status (SES) as higher education policies, admissions and marketing activities, but are routinely ignored. In particular, we observe that highly relevant, well-informed, and readily accessible accounts offered by academics from working-class backgrounds are not credited with the attention they deserve. This gap, or silence, signals a complex and poorly-understood relationship between education, knowledge and class. We assert that without addressing and better understanding this relationship, the situation is unlikely to improve, and the enrolment share of low SES students will remain shamefully low.

Dee Michell

Papers

Young people transitioning from out-of-home care and access to higher education: a critical review of the literature

Gender Gap in Academia: Perceptions of Female Computer Science Academics

Broadening participation not border protection: how universities can support women in computer science

Feminist memory work in action: Method and practicalities

Learners, learning, learned: class, higher education, and autobiographical essays from working-class academics