Gender Education Gaps among Indigenous and Non‐Indigenous Groups in Bolivia

This article studies gender education gaps among indigenous and non‐indigenous groups in Bolivia. Using the National Census of Population and Housing 2012 and an estimation method analogous to difference‐in‐differences, the study finds that the intersection of gender and indigenous identity confers cumulative disadvantage for indigenous women in literacy, years of schooling and primary and secondary school completion. While gender education gaps have become narrower across generations, there remain significant differences within indigenous groups. The Aymara have the largest gender gap in all outcomes, despite having high overall attainment rates and mostly residing in urban centres with greater physical access to schools. The Quechua have relatively smaller gender gaps, but these are accompanied by lower attainment levels. The article discusses the possible sources of these differentials and highlights the importance of taking gender dynamics within each indigenous group into greater consideration.     

An interview with Anne Buttimer: an autobiographical window on geographical thought and practice 1965–2005

Anne Buttimer's 40 years of geographical publications have been influential and international in scope. She has also played an important institutional role within the International Geographical Union, culminating in her presidency 2000–2004. The relative invisibility of women's geographical work in histories of the discipline needs to be redressed and it is hoped that this interview might contribute to that wider project. After a brief biographical sketch, the bulk of the article is devoted to an (auto)biographical interview, which addresses Buttimer's work on social geography, values in geography, the humanist and phenomenological schools, the Dialogue Project, and environmental issues, as well as her own gendered career experience and perspectives on gender issues. While Buttimer does not deem herself a theoretical feminist per se, her work has shown sensitivity to gender issues through her concern for the human perspective on geographical issues and knowledge.     

Women Students and the London Medical Schools, 1914–39: The Anatomy of a Masculine Culture

During the First World War in Britain, women were exhorted to rally to the nation's need and to train as doctors. A number of the London medical schools opened their doors to female students for the first time. After the war, several of these schools reverted to their former status as exclusively male institutions. This article looks at these events in some detail, focusing on the controversies over co-education in medicine and attempting to unravel some of the issues and politics involved. It is suggested that the gender politics which characterise these debates illuminate our understanding of the social history of work cultures and masculinity in the period.     

Fatherhood in Labour Zionist Children's Literature: Space,Masculinity and Hegemony in Mandate Palestine

This article analyses the connection between gender and fatherhood in Labour Zionist children's literature during the formative years of the Zionist project which preceded the establishment of the state of Israel in 1948. Contrary to most similar social movements in the interwar period, Labour Zionism was leading a settler-colonial project with the imperative to expand the Jewish presence throughout the country, making the category of space particularly relevant to the success of its hegemonic project. This article contributes to the understanding of the role of gender in the process of Zionist settlement and colonisation, and at the same time calls for more attention to the entanglement of gender and masculinity with space in the study of colonial history.     

Complicating hetero-normative spaces at school formals in New Zealand

The school formal in New Zealand constitutes a rich site of analysis for researchers interested in gender and sexuality performances. As a social space, the formal both shapes bodies and is shaped by them. In this article, we explore the school formals of three different types of schools: a single sex girls’, a single sex boys’ and a co-ed. high school, all from an urban centre. Using the theoretical tools provided by poststructuralism and queer theory, we conducted a discourse analysis of observations conducted by the first author at two school formals, interviews with staff and students and interviews with peer researchers. We demonstrate how same-sex practices do not necessarily map onto queer bodies, masculinity onto ‘male’ bodies or femininity onto ‘female’ bodies. Such fluidity challenges the rigid heterosexual/homosexual and masculine/feminine binaries so that schools are more inclusive of gender and sexual diversity.     

Women’s magazines and socioeconomic change: Para Ti,identity and politics in urban Argentina

Popular media plays an important role in the production and reproduction of hegemonic cultural norms, as well as in the construction of class and gender identities. Periods of economic crisis generate struggles over ways of understanding social reality that can destabilize or reinforce different identities. The media often plays an important role in the reconfiguration of identities. Expanding on these ideas, I conduct a discourse analysis of a women’s magazine to examine how popular media reflected and influenced shifting gender and class identities in Buenos Aires, Argentina between 1995 and 2008, a period of major socioeconomic change. By drawing attention to supposedly ‘non-political’ actors and spaces, I argue for expanding the range of sites we investigate in order to make sense of changing class and gender subjectivities during times of socioeconomic crisis.     

Education for Social Change: Girls’ Secondary Schooling in Eritrea

One central pillar of the Eritrean revolution is the modernization of gender roles within Eritrean society, through education. This article, based on ethnographic style research, looks at the personal experiences of young women in Eritrean secondary schools. These girls’ journeys are discussed in terms of gender resistance, exemplifying modernity, and gender accommodation, exemplifying tradition. It is argued that these categories are not as dichotomous as claimed by the education policy agenda: in contrast, many young women strive to find a balance between the two. Ultimately, the success of the Eritrean model of the modernization of gender roles should be measured in terms of having created an environment in which women are able to strive to fulfil their aspirations.     

Demand and Supply of Public School Quality in Metropolitan Areas: The Role of Private Schools

In this paper I investigate the role of private schools in the housing market and in the supply and demand for public schooling. I estimate public school-quality supply simultaneously with demand, which provides greater confidence in calculated demand elasticities than in single-equation studies. The price of public schools, private schools, and taxes all appear in the demand estimation and have elasticities of @ndash;0.19, 0.11, and –0.49, respectively. Public school–quality supply is responsive to private-school competition but not to competition from other public schools. The percentage of school-aged children attending private schools depresses house values holding public-schooling outcomes constant.     

A gendered human rights analysis of Ebola and Zika: locating gender in global health emergencies

Globally gender remains a key factor in differing health outcomes for men and women. This article analyses the particular relevance of gender for debates about global health and the role for international human rights law in supporting improved health outcomes during public health emergencies. Looking specifically at the recent Ebola and Zika outbreaks, what we find particularly troubling in both cases is the paucity of engagement with human rights language and the diverse backgrounds of women in these locations of crisis, when women‐specific advice was being issued. We find the lessons that should have been learnt from the Ebola experience have not been applied in the Zika outbreak and there remains a disconnect between the international public health advice being issued and the experience of pervasive structural gender inequalities among those experiencing the crises. In both cases we find that responses at the outbreak of the crisis presume that women have economic, social or regulatory options to exercise the autonomy contained in international advice. The problem in the case of both Ebola and Zika has been that leaving structural gender inequalities out of the crisis response has further compounded those inequalities. The article argues for a contextual human rights analysis that takes into account gender as a social and economic determinant of health.     

The significance of subtle ways: navigating femininities in high schools of Taiwan

Children’s geographers have contributed to the theorisation of school space as a ‘geographical accomplishment’. The crucial role of school space in (re)producing social identities such as gender in the Global North has been discussed. However, empirical research which explores young femininities in East Asia is scant. This paper demonstrates that the contestation of femininities in high schools of Taiwan is manifested in subtle ways. This research examines qualitatively the forms of contested femininities, the significance of peer culture, and the flexible nature of school space. The analysis demonstrates that singular understanding of the spatiality of school cannot fully explain the complicated web of entwined micro spaces involved in the shaping of young femininities. In conclusion, this research highlights the dynamics between school space and young femininities, and emphasises the value of studying East Asians’ contextualised experiences for better understanding of young femininities.     

Hedonic analysis and time‐varying capitalization: An application using school quality

This paper investigates the dynamics of school quality capitalization during the boom–bust cycle of the housing market. We find that the housing downturn led to a sharp increase in capitalization for high‐quality schools, whereas the boom and recovery periods saw a decline in valuation for top schools. Hence, the capitalization of school quality exhibits a strong countercyclical trend with the overall housing market. We test whether our findings are driven by households “trading down” from private schools during downturns or the fact that the housing supply responds asymmetrically during the boom and bust, but we find little support for these propositions.     

Partisanship and the gender gap: support for gender quotas in Australia

The percentage of women elected in the Australian Parliament is comparatively low. This poor track record has generated debate within political parties about the necessity of gender quotas (or targets) to increase women’s representation. Using the 2016 Australian Election Study, this paper proposes to test support for different measures aiming to increasing women’s representation in Australian politics. More specifically, I investigate the role of partisanship in explaining gender differences in support for gender quotas. I find that differences in support for quotas are greater among women, and among men, than between women and men. The paper also demonstrates that the role of political values in explaining differences in support for gender quotas is non-uniform. Indeed, attitudes towards government intervention, minority rights, and gender equality are more crucial in explaining differences in support for legislative quotas among men than among women.     

Moral landscapes and manipulated spaces: gender, class and space in Victorian reformatory schools

This paper provides a comparative study of two Victorian reformatory schools; the Philanthropic Society farm school for boys at Redhill, Surrey, and Red Lodge girls' reformatory in Bristol. Situating the study within the context of broader Victorian assumptions about forms of human settlement and association most likely to foster "morally acceptable" behaviour, it explores contemporary ideas about the location and design of these environments of moral reform. It suggests that dominant ideologies of class and gender were central considerations in determining the location and design appropriate to each institution.     

The “Ideological Offensive” in Education: the Portrayal of the United States in Secondary Curricula and Textbooks in Poland during the Stalinist Period (1948–1956)

During the period of the People’s Republic of Poland (1952–1989), schools played a decisive role in transmitting the official ideology of the ruling Communist regime and cultivating young supporters. One of the most important aspects of indoctrination was constructing in students’ hearts and minds a particular image and disposition towards the United States. While existing research has examined the high level of political propaganda in the content of textbooks and curricula during the Communist period in Poland, no one has specifically analysed how these materials depicted the United States during the critical Stalinist years (1948–1956). Analysis of official curricula and textbooks for civics and history courses in secondary schools indicates that over this period, school materials increasingly depicted the United States as ‘predatory,’ ‘imperialist,’ and ‘exploitative.’ This study illustrates how curricular materials aligned with the foreign policy objectives of the Polish United Workers’ Party and the Soviet Union.     

Citizenship as contingent national belonging: married women and foreigners in twentieth-century Switzerland

The relationship between marriage and citizenship was implicit in the practices of most democratic states during the nineteenth and early twentieth centuries. The policy of depriving women who married foreigners of their citizenship was legally codified only with the process of 'nationalisation'. In the particular case of Switzerland, the practice was not codified until 1941, at the height of the movement of peoples unleashed by the Second World War, and it was only fully dismantled in the 1990s. This article analyses the discursive webs linking gender construction, nation state and legal system during the controversies surrounding the marriage rule in Switzerland between 1917 and 1952. It explores the formative role of gender in the process of delineating the practices of inclusion and exclusion and in shaping the internal boundaries within the nation between foreigners and those who belonged: citizens.     

Words,songs and books. Oral history in Italy. A review and discussion

Abstract

This short article aims to do three things. First, tell the ‘history of Italian oral history’ — a history which begins on the Left and in the south, and then slowly moves towards the city and the big questions of conemporary Italian history: Fascism, the Resistance, 1968, gender studies. Second, the article examines some of the most important methodological debates concerning the collection, use and interpretation of oral historical material, and the links which have been made with other disciplines. Third, there is a discussion of the possible didactic uses of oral history in schools and universities. The piece also highlights some of the main ‘schools’ which have emerged within the discipline over the last fifty years and the possible trends for the future of oral history. In addition, the bibliography and notes bring together the most important (and sometimes obscure) works of oral history produced since the war.     

Regional Differences in High and Technical School Demand in Melbourne, 1951–1985

Over half of all young people in Australian government schools do not complete secondary education and leave school without any formal qualification. This paper uses a regional framework to examine long-term trends in retention rates in different areas of Melbourne and concludes that in both older established and newly urbanized parts of the city the post-war transformation of government high schools into a mass system has failed to break down barriers based on social area. Marked regional differences were found in demand for high school, as well as a long downward trend during the 1970s (despite recession). Technical schools have displayed comparatively minor regional differences and retention rates grew during the 1970s. This suggests that the academic curriculum of high schools continues to be culturally selective. In addition to residential differentiation, important structural features, such as the relative over-supply of technical school places, were identified as contributing to regional trends.     

"It used to be about the kids": nutrition reform and the Montreal Protestant School Board

The nutrition programs that developed in Montreal Protestant schools during the 1970s attest to a deepening awareness of child and adolescent welfare. The combination of grassroots activism and government support that brought about these initiatives took place in the context of post-Quiet Revolution Quebec, when Montrealers were grappling with the role that the newly activist state should play in social life. At the same time, school nutrition reform was part of a broader ongoing renegotiation of state responsibility. Both in Canada and the United States, governments were steadily assuming a mantle of responsibility for expanded liberal rights.     

Intimate colonialisms: the material and experienced places of British Columbia's residential schools

The theoretical premise of this paper is that place is an unbounded material, social and cultural agent within and through which practices of colonialism were enacted in British Columbia. Specifically, the places of British Columbia's 'Indian' residential schools, and the subjects who occupied them, are conceptualized as intimate sites nested within Canadian colonial and nation-building agendas that were predicated on policies of assimilation, enculturation or annihilation of indigenous people. Such conceptualizations allow for an understanding of both how colonialism was actualized against First Nations' peoples and how First Nations' peoples actively navigated and resisted that colonial project. In order to access experiences of residential school places, the article draws from published First Nations' testimonial literatures. It also draws from creative materials produced by students within the schools in order to understand how First Nations' students articulated against assimilative educational processes. The article concludes with a consideration of how nested place, First Nations' resistances, and Euro-colonial concepts of gender are circulating today with reference to a Dakelh woman (and former residential school student) under consideration for beatification in northern British Columbia.     

Births,Infants and Children: An Econometric Portrait of Women and Children in India

This article undertakes an econometric analysis of the constellation of factors that serve to determine some outcomes with respect to demography and to schooling in India. These are: the numbers of pregnancies, live births and infant survivals to women, the chances of children being enrolled at school and, if enrolled, of continuing in school. The econometric estimates are based on unit record data from a survey — carried out by the National Council of Applied Economic Research, New Delhi — of 33,000 rural households in sixteen states of India. The study concludes that a broad spectrum of factors affects these outcomes. The literacy of women is important but so is the literacy of men. Infrastructure, in the form of safe drinking water and easy access to medical facilities, is important for infant survivals and, in the shape of easy access to schools, is important for school enrolment. Parental occupation matters for both infant survivals and schooling: children born to women who work as labourers are disadvantaged, relative to other children, in terms of their chances of surviving infancy and, if they do survive, of receiving schooling. The number of siblings that a child has affects his/her schooling outcomes, and gender, religion and region play an important role.