Carrie Paechter - Böcker

Exploring the experiences of LGBTQI+ parents and their children and their relationship with schools, this book illuminates how these families work with schools, and how schools do, or do not, support children of LGBTQI parents. Based on empirical research and making space for the voices of both parents and children, the research extends beyond previous studies of gay and lesbian parenting to include bisexual, transgender, queer, non-binary, and intersex parents. The authors consider the influence of pressure groups, school inspection frameworks, legislation, and the media, and examine the ways in which some schools are working to become more inclusive.

Despite improvements in girls' relative academic success at the school leaving level, and despite suggestions in the press that boys are now the underachievers, girls remain second-class citizens in education and beyond. This book aims to show how and why girls' education remains subordinated to that of the boys', and to demonstrate how this analysis can be used as a basis for investigating the position of other subordinated groups - such as children from lower socio-economic groups, ethnic minorities, or those with special educational needs. By focusing on what distinguishes the 'normal' from the 'other' says the author, we can begin to call the normal into question and challenge the ideas and assumptions of our educational system.

Despite improvements in girls' relative academic success at the school leaving level, and despite suggestions in the press that boys are now the underachievers, girls remain second-class citizens in education and beyond. This book aims to show how and why girls' education remains subordinated to that of the boys', and to demonstrate how this analysis can be used as a basis for investigating the position of other subordinated groups - such as children from lower socio-economic groups, ethnic minorities, or those with special educational needs. By focusing on what distinguishes the 'normal' from the 'other' says the author, we can begin to call the normal into question and challenge the ideas and assumptions of our educational system.

`This is a very useful collection. It brings a wide range of articles on aspects of learning in different settings - from high tech companies in Cambridge to school classrooms' - Widening Participation and Lifelong Learning

`This book will stimulate thought in any reader and could be of interest to academics in all subjects, or to educational developers - although it may be of particular use to students of cultural studies, education and communications' - Escalate

`Knowledge, Power and Learning will be of interest to many adult educators who are interested in the "lifelong learning" age and makes, too a contribution to the relatively scarce literature concerned with the school curriculum in this "lifelong learning" perspective' - Studies in the Education of Adults

New technologies are altering the relationship between knowledge, power and learning. The explosion of information resulting from the proliferation of Internet use has led to new questions about the nature of knowledge and how it is legitimated. At the same time, the new emphasis on learning as a lifelong process is changing relationships between teachers and learners and focusing on the multiplicity of sites in which learning can take place. This book considers the influence of the `information age' on the changing relationship between power and knowledge and how this affects learning in a wide range of situations, from the school to the learning organization and from the musical conservatoire to the high-tech workplace.

Enormous changes are taking place regarding how people learn. The introduction of new technologies and in particular the resulting possibilities for our virtual presence in virtual spaces, highlights some comparatively neglected aspects of learning. This book seeks to redress the balance by presenting a collection of papers, which view learners as embodied actors in both real and virtual spaces. The authors look at the relationship between space, identity and learning and how it is changing as we move into the `information age'.

Enormous changes are taking place regarding how people learn. The introduction of new technologies and in particular the resulting possibilities for our virtual presence in virtual spaces, highlights some comparatively neglected aspects of learning. This book seeks to redress the balance by presenting a collection of papers, which view learners as embodied actors in both real and virtual spaces. The authors look at the relationship between space, identity and learning and how it is changing as we move into the `information age'.

Academics and professionals working with young women face a series of paradoxes. Over the last 20 years, the lives of young women in the UK and Europe have been transformed. They have gained considerable freedom and independence, but at the very same time, new, less tangible forms of constraint and subordination now play a defining role in the formation of their everyday subjectivities and identities. Young women have come to exemplify the pervasive sensibility of self-responsibility and self-organisation. This new ‘gender regime’ demands both conceptualisation and practical response, drawing on educational research, social and cultural theory, and contemporary feminist thought. Within the overarching theme of pedagogical responses to these trends, through work in schools and within young women’s online and face-to-face communities, this book interrogates the field of sexuality and its visualisation across new and old media in the context of often predictable and endemic ‘moral panics’ about teenage pregnancy rates, sexually transmitted diseases, and internet pornography. In exploring how girls and young women respond to increasing expectations of them as the vanguard of economic, social, and cultural change, contributors to this volume interrogate the ways in which social and educational aspiration interact with young women’s developing and embodied identities. This book was originally published as a special issue of Pedagogy, Culture and Society.

Academics and professionals working with young women face a series of paradoxes. Over the last 20 years, the lives of young women in the UK and Europe have been transformed. They have gained considerable freedom and independence, but at the very same time, new, less tangible forms of constraint and subordination now play a defining role in the formation of their everyday subjectivities and identities. Young women have come to exemplify the pervasive sensibility of self-responsibility and self-organisation. This new ‘gender regime’ demands both conceptualisation and practical response, drawing on educational research, social and cultural theory, and contemporary feminist thought. Within the overarching theme of pedagogical responses to these trends, through work in schools and within young women’s online and face-to-face communities, this book interrogates the field of sexuality and its visualisation across new and old media in the context of often predictable and endemic ‘moral panics’ about teenage pregnancy rates, sexually transmitted diseases, and internet pornography. In exploring how girls and young women respond to increasing expectations of them as the vanguard of economic, social, and cultural change, contributors to this volume interrogate the ways in which social and educational aspiration interact with young women’s developing and embodied identities. This book was originally published as a special issue of Pedagogy, Culture and Society.

Exploring the experiences of LGBTQI+ parents and their children and their relationship with schools, this book illuminates how these families work with schools, and how schools do, or do not, support children of LGBTQI parents. Based on empirical research and making space for the voices of both parents and children, the research extends beyond previous studies of gay and lesbian parenting to include bisexual, transgender, queer, non-binary, and intersex parents. The authors consider the influence of pressure groups, school inspection frameworks, legislation, and the media, and examine the ways in which some schools are working to become more inclusive.