Imagined communities: Reflections on the origin and spread of nationalism

The concept of hegemonic masculinity has influenced gender studies across many academic fields but has also attracted serious criticism. The authors trace the origin of the concept in a convergence of ideas in the early 1980s and map the ways it was applied when research on men and masculinities expanded. Evaluating the principal criticisms, the authors defend the underlying concept of masculinity, which in most research use is neither reified nor essentialist. However, the criticism of trait models of gender and rigid typologies is sound. The treatment of the subject in research on hegemonic masculinity can be improved with the aid of recent psychological models, although limits to discursive flexibility must be recognized. The concept of hegemonic masculinity does not equate to a model of social reproduction; we need to recognize social struggles in which subordinated masculinities influence dominant forms. Finally, the authors review what has been confirmed from early formulations (the idea of multiple...

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Hegemonic Masculinity Rethinking the Concept

1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

萨义德的“Orientalism”释义

Trust: The Social Virtues and the Creation of Prosperity

1. Social Class and Higher Education 2. Higher Education and Social Access: to the Robbins Report 3. Access to Higher Education: Inclusion for the Masses? 4. Participation and Potential Participation in UK Higher Education 5. The 'Value' of Higher Education 6. Information, Advice and Cultural Discourses of Higher Education 7. Entry Routes to Higher Education: Pathways, Qualifications and Social Class 8. Financial Barriers to Participation 9. Identities, Inequalities and Higher Education 10. Widening Participation in HE: Implications for Policy and Practice

Higher Education and Social Class: Issues of Exclusion and Inclusion

The concern about students' engagement with school science and the numbers pursuing the further study of science is an international phenomenon and a matter of considerable concern among policy makers. Research has demonstrated that the majority of young children have positive attitudes to science at age 10 but that this interest then declines sharply and by age 14, their attitude and interest in the study of science has been largely formed. This paper reports on data collected as part of a funded 5-year longitudinal study that seeks to determine how students' interest in science and scientific careers evolves. As an initial part of the study, six focus group discussions were undertaken with schoolchildren, age 10–11, to explore their attitudes toward science and interest in science, the findings of which are presented here. The children's responses are analyzed through the lens of identity, drawing on a theoretical framework that views identity as an embodied and a performed construction that is both produced by individuals and shaped by their specific structural locations. This work offers new insights into the manner in which students construct representations of science and scientists. © 2010 Wiley Periodicals, Inc. Sci Ed94:617–639, 2010

"Doing" Science versus "Being" a Scientist: Examining 10/11-Year-Old Schoolchildren's Constructions of Science through the Lens of Identity.

Academic culture is not uniformly accessed or experienced. Whilst financial constraints have a major impact on student entry and retention, students from 'non-traditional' backgrounds are also disadvantaged by institutional cultures that place them as 'other'. Individuals do not passively receive these cultural discourses, however, but actively engage with them and attempt to challenge them. This article explores such negotiations by looking at students' conceptions of 'belonging' and 'isolation' at a post-1992 university with a statistically high proportion of 'non-traditional' students in terms of class, maturity and ethnicity. It looks at: the extent to which such students can challenge their positioning as 'other' by choosing a university where they feel they can 'belong'; the extent to which institutional academic cultures work to constrain and disrupt such feelings of 'belonging'; the adoption of alternative discourses of the student-lecturer/student-institution relation, and the extent to which suc...

Challenging Cultures? Student Conceptions of 'Belonging' and 'Isolation' at a Post-1992 University

Low participation rates in the study of science, technology, engineering, and mathematics (STEM) post-16 are a matter of international concern. Existing evidence suggests children’s science aspirations are largely formed within the critical 10 to 14 age period. This article reports on survey data from over 9,000 elementary school children in England (age 10/11) and qualitative data from 160 semi-structured interviews (92 children aged 10/11 and 78 parents), collected as part of an ongoing 5-year longitudinal study in the United Kingdom tracking children from 10 to 14. Drawing on the conceptual framework of Bourdieu, the article explores how the interplay of family habitus and capital can make science aspirations more “thinkable” for some (notably middle-class) children than others. It is argued that while family habitus is not deterministic (there is no straightforward alignment between family habitus, capital, and a child’s science aspirations), social inequalities in the distribution of capital and diff...

Science Aspirations, Capital, and Family Habitus How Families Shape Children’s Engagement and Identification With Science

This article contributes to ongoing work that seeks to understand the nature and formation of contemporary academic identities. Drawing on interview data conducted with a sample of ‘younger’ academics within UK universities, it considers how they position themselves (and in turn experience being positioned) in relation to notions of ‘authenticity’ and ‘success’. It is argued that younger academics’ experiences of inauthenticity are exacerbated by: (a) the current dominant performative ethos, (b) their age, (c) race, class, gender, and (d) status – but especially for those who are contract researchers. In particular, it is argued that the extent to which they are able to perform ‘success’ is shaped and constrained by structural locations of ‘race’/ethnicity, social class, gender and age. Consideration is given to the younger academics’ various attempts to position themselves as ‘authentic’, and their negotiations of this contested discursive terrain. It is suggested that the ‘authentic’ and ‘successful’ ac...

Louise Archer

Papers

Higher Education and Social Class: Issues of Exclusion and Inclusion

"Doing" Science versus "Being" a Scientist: Examining 10/11-Year-Old Schoolchildren's Constructions of Science through the Lens of Identity.

Challenging Cultures? Student Conceptions of 'Belonging' and 'Isolation' at a Post-1992 University

Science Aspirations, Capital, and Family Habitus How Families Shape Children’s Engagement and Identification With Science

Younger academics’ constructions of ‘authenticity’, ‘success’ and professional identity