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Indigenous Cities: Urban Indian Fiction and the Histories of Relocation (Laura M. Furlan)
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Holding Out for Other Ways of Knowing and Being
Get PDFThis was the keynote presentation at the workshop on Diversity and Legal Reasoning held at Queen Mary University of London on 23 November 2016, co-sponsored by the Centre for Research on Law, Equality and Diversity and the Centre for Law and Society in a Global Context. Karin van Marle approaches the theme of diversity in legal reasoning from the perspective of epistemology and argues that political and legal institutions should value difference and live with it in a way that amounts to more than mere ‘accommodation’ or adding a list of different differences. Drawing on the work of Achille Mbembe, Judith Butler, Costas Douzinas and Adam Gearey, Albie Sachs, Jacqueline Rose, Adriana Cavarero and Iris Marion Young, she explores ways in which traditional approaches to notions like university, access, space, truth, knowledge, politics and ethics could be challenged at the heart of what they hold dear
Comment: Diversity and Legal Reasoning
Get PDFThis short comment was originally delivered as part of the workshop on Diversity and Legal Reasoning held at Queen Mary University of London on 23 November 2016, sponsored by the Centre for Research on Law, Equality and Diversity and the Centre for Law and Society in a Global Context. Hunter engages with Karin Van Marle's call for a radically disruptive diversity, but argues that it is too early to conclude that legal reasoning which destabilises current systems and norms is an impossibility. Providing examples from the feminist judgment projects and her research on feminist judges, she suggests that the exploration of what might be possible within law still has a long way to go
Waging War against the Woman’s Body: Limitations of the Laws of Armed Conflict and Post-War Justice mechanisms
Get PDFThe following work shall critique the bodies of the laws of armed conflict and international criminal law for their inadequacy in addressing sexual assault during wartime through inappropriate measures to define, incorporate, and progressively interpret international statute to encompass sexual assault as a global crime. In order to illustrate this point one provides a socio-historic examination of the international legal development of sexual assault and an analysis of what makes it a ‘gendered’ crime. The second section shall then critically assess attempts to prohibit sexual assault in the Geneva Conventions, and how its recognition and prosecution under ‘grave breaches’ can be problematic. The third section then examines the decisions made at the ICTY and ICTR to define rape under “greater” crimes such as genocide and crimes against humanity. The overall evaluation of the above shall provide a socio-legal account of the woman’s subordinate and decentralized status in international law by revealing its weaknesses in offering her protection against such a pervasive and heinous crime
Is there Gender Bias in Key Stage 3 Science Textbooks?: Content Analysis Using the Gender Bias 14 (GB14) Measurement Tool.
No full textAbstractBackground: In recent times, there has been much interest in the worlds of Science, Technology, Engineering and Maths (STEM) over why a gender gap exists. The gap exists from as early as infancy and continues onwards through to secondary school where it has been shown to influence choice of A-Level’s. The result of this gender gap is therefore thought to influence future career options and the longer term career trajectory. The objective of this study was to develop an instrument that measures overall gender bias, or genderness, within key stage 3 textbooks; Textbooks which may be exerting an influence on an individual’s choice of A level study, and their subsequent career. Methods: Using descriptors that reflect different aspects of genderness, the Gender Bias 14 (GB14) tool was developed, piloted and tested for inter-rater reliability. The tool was then used to analyse the content of Key Stage 3 textbooks for genderness and a genderness score was generated for each chapter.Results: With high rater-reliability, the GB14 tool was used to analyse the content of all key stage three science textbooks for gender bias and a genderness score was generated. Results have demonstrated that of the 18 chapters across the entire Key Stage 3 Science curriculum textbooks, 16 of those chapters were highly male biased. Overall, there were more male images, more male role-models, more male pronouns, more male-gendered words and more occasions where the ‘status’ of the male was ‘improved’ compared to the female measured status.Conclusion: The GB14 analysis tool has determined that the Collins Textbooks for Key Stage 3 Science are very highly gendered and have a strong bias towards males which, whilst the impact has not been directly measured here, has the potential to severely disadvantage females students within the classroom. This further adds to the ‘Hidden Curriculum’ which reportedly influences students future life choices (Wren, 1999; Blumberg, 2008; Michalec, 2011). The GB14 fulfils modern measurement tool requirements for content validity and provides a global score of genderness severity present within textbooks
Supervision in the Helping Professions
Get PDFHawkins and Shohet (2012) have surveyed and concisely mapped the developing and changing landscape of supervision, including the recognition and impact of new technologies including e-supervision. They have added new chapters and ideas, with the second edition including a chapter on diversity. The latest edition recognises the importance of complex ethical challenges and working with cultural difference in the milieu of transcultural supervision. The authors interrogate the economic, demographic and ecological crises that irrevocably face humanity in the context of an exponentially growing population, diminishing resources and global economic disruption. Hawkins and Shohet (2012) reason that supervision in the helping professions will have its part to play in mediating what they describe as ‘the Great Disruption’ (Gilding, 2011). The purpose of the book is to assist supervisors and supervisees in developing an integrated and relationally based supervisory approach, combining the essential elements of development, support, reflection and qualitative evaluation
September 2016: Opportunities, Limits, Activism and Hope
Get PDFResponse to papers presented at the Symposium to Celebrate the Work of Professor Dianne Otto, SOAS University of London, September 2016
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