Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Management
      • Management Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Management
      • Management Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Changing perceptions about feminists and (still not) claiming a feminist identity

      Dyer, Suzette L.; Hurd, Fiona
      Thumbnail
      Files
      Suzette Dyer Changing perceptions about feminists and (still not) claiming a feminist identity.pdf
      Accepted version, 139.8Kb
      DOI
       10.1080/09540253.2016.1216524
      Find in your library  
      Citation
      Export citation
      Dyer, S. L., & Hurd, F. (2018). Changing perceptions about feminists and (still not) claiming a feminist identity. Gender and Education, 30(4), 435–449. https://doi.org/10.1080/09540253.2016.1216524
      Permanent Research Commons link: https://hdl.handle.net/10289/13133
      Abstract
      We examine student perceptions about feminists and feminism, and the willingness to claim a feminist identity and engage in collective activism, as stated at the beginning and end of a Women’s Studies course. Course participation simultaneously fostered more positive views towards feminists and feminism and entrenched the unwillingness to claim a feminist identity and engage in activism. These contradictory outcomes stemmed from the critical capacity to recognise that structural inequality is reproduced through disciplinary relationships. Thus, unwillingness was entangled with feelings of fear and vulnerability in relation to the national context whereby neoliberalism guides the governance of the self, and where gender equality has presumed to be achieved. The article highlights that developing the willingness to identify and act is intimately shaped and constrained by the socio-political context and personal relationships. We consider the implications of this insight in relation to pedagogical assumptions about developing feminist knowledge in the classroom.
      Date
      2018
      Type
      Journal Article
      Publisher
      Routledge Journals, Taylor & Francis Ltd
      Rights
      This is an author’s accepted version of an article published in the journal: Gender and Education. © 2018 Routledge Journals, Taylor & Francis Ltd.
      Collections
      • Management Papers [1098]
      Show full item record  

      Usage

      Downloads, last 12 months
      175
       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement