False Specialization and the Purdah of Scholarship—A Review Article

1984 ◽  
Vol 44 (1) ◽  
pp. 127-148 ◽  
Author(s):  
Hanna Papanek

Within the last decade, many publications have appeared in South Asia (especially India) and North America on subjects relating to women. Scholars concerned with the study of South Asia have generally neglected these publications instead of integrating them into research and teaching on South Asia. This neglect results from a “false specialization” on both subject matter and scholars interested in research on women, which has led to a “purdah of scholarship” or segregation of the new scholarship on women. The reasons for this segregation include prejudice, the absence of an emphasis on family and kinship in current South Asia studies, neglect of research on Muslim populations, the complexities of gender in the Hindu tradition, and the nature of institutional support for research on women. Advocacy for women's equality is characteristic of the new research on women in South Asia, both by North American and South Asian writers. The core of the substantive argument presented in the article is as follows: Gender differences are among the fault lines along which the effects of major social, economic, political changes are distributed within populations. Gender relations are proving to be vulnerable in the face of rapid change. The increased consciousness of women's issues in South Asia is the result of accelerated changes within these societies which have affected gender differences and gender relations. Gender is increasingly understood to be a factor in accelerating class differentiation and in other processes of change.New contributions to the research literature on women and gender in South Asia are reviewed under three headings: (1) “complementary” studies that highlight forgotten sectors of the population; (2) stocktaking assessments that summarize data about women and government activities; (3) “integrative” studies that aim to develop social theory and methodology. The final section of the review suggests new lines for future scholarship, particularly with regard to control over female labor deployment.

Author(s):  
Taylor G. Petrey

From the 1950s to the 1970s, Mormons preached against interracial marriages and in favor of patriarchal marriages. This chapter explores the interrelationships between race, gender, and sexuality in Mormon thought in this period. As part of a broader conservative investment in values of home and family, Latter-day Saints embraced these teachings as core doctrines to stabilize racial and gender differences in the face of erosion of difference. These teachings underwent changes after a 1978 revelation ended priesthood and temple restrictions for Black LDS members.


Focaal ◽  
2010 ◽  
Vol 2010 (57) ◽  
pp. 17-32 ◽  
Author(s):  
Elissa Helms

This article explores the gendering of reconciliation initiatives from the perspective of Bosniac women active in women's NGOs in post-war Bosnia and Herzegovina. I illustrate how established patriarchal gender relations and socialistera models of women's community involvement framed the ways in which some women's NGO participants constructed essential ethno-national and gender differences, in contrast to dominant donor discourses. This leads to exploration of how gender patterns embedded in the institution of komšiluk (good-neighborliness), particularly women's coffee visits, provided both obstacle and opportunity for renewed life together among ethnic others separated by wartime ethnic cleansing. Distinguishing between the two concepts, I show how, from the perspective of women's roles and experiences, “life together” may be all that displaced women want or expect out of “reconciliation” initiatives, and that even this may be beyond the capacity of many displaced people to forego talk about injustices and guilt stemming from the war.


Author(s):  
Gustavo Artur Monzeli ◽  
Elisa Cardoso Kobi

Este texto é um dos resultados de uma pesquisa desenvolvida com escolas de Ensino Médio na cidade de Vitória (ES). Esta proposta de investigação surgiu da necessidade de compreensão das manifestações de preconceito e diferentes tipos de violência que historicamente acontecem em nosso contexto social e, mais especificamente, no contexto de instituições formais de ensino. O objetivo desta pesquisa foi identificar quais são as principais formas de preconceito e violência contra diferenças e diversidades étnicas, sexuais, religiosas, de classe social e de gênero que acontecem dentro do contexto de instituições de ensino médio na cidade de Vitória (ES). Ao aceitarem participar da pesquisa, foram entregues, aos estudantes e professores, questionários com perguntas semiabertas sobre diversos temas que abordavam os preconceitos e violências ocorridas dentro do contexto escolar, sendo sempre informada a participação voluntária e confidencial da pesquisa. Os resultados foram divididos entre a identificação dos professores e estudantes, além de suas vivências em relação às violências no contexto escolar. Diante dos dados apresentados e da discussão, é possível perceber que apesar da escola estar repleta de diversidades em seu contexto e cotidiano, há ainda muitos casos de preconceito, discriminação e outros tipos de violência que ocorrem nesse espaço. É preciso compreender que toda e qualquer ação no contexto escolar é repleta de sentido e está vinculada a distintas concepções de sociedade e de possibilidade de existências. Quando a escola se posiciona ou não no enfrentamento às violências este posicionamento se reflete em concepções mais autoritárias ou democráticas de sociedade. Abstract  This article is one of the results of a research carried out with high schools in the city of Vitória (ES). This research proposal arose from the need to understand the manifestations of prejudice and different types of violence that historically happen in our social context and, more specifically, in the context of formal educational institutions. The aim of this research was to identify the main forms of prejudice and violence against ethnic, sexual, religious, and gender differences and diversities that occur within the context of high school institutions in the city of Vitória (ES). Upon accepting to participate in the research, questionnaires with semi-open questions about various topics that dealt with the prejudices and violence occurring within the school context were given to students and teachers, and the voluntary and confidential participation of the research was always informed. The results were divided between the identification of teachers and students, as well as their experiences regarding violence in the school context. Given the data presented and the discussion, it is possible to perceive that although the school is full of diversity present in its daily context, there are still many cases of prejudice, discrimination and other types of violence occurring in this space. It must be understood that any action in the school context is full of meaning and is linked to different conceptions of society and possibility of existence. When the school is positioned or not in the face of violence, this position is reflected in more authoritarian or democratic conceptions of society.Keywords: Education, Occupational Therapy, Violence.


2019 ◽  
Vol 5 (1) ◽  
pp. 41-60
Author(s):  
Babajide Olugbenga Dasaolu

Biologism is a theoretical conjecture which renders the ‘nature’ of persons in bodily processes and physical manifestations. Whilst dauntless scholarly contentions in the Western tradition have served sharply to indicate the flaws and limits of biologism, it is disturbing that biologism has become a dominant framework for the articulation of gender relations among contemporary Africans. This outlook derives perhaps, from the overwhelming influence wielded by Christianity and Islam on the minds of the contemporary African. However, a critical scrutiny of these religions reveals that not only do they endorse biologism but that they are replete with instances and verses in their scriptures that promote gender-based violence and patriarchy. In the face of these propositions, this research portends to revive the traditional Yorùbá account of gender relations as a plausible instance of ideas that are originally African, and capable of use for surmounting contemporary challenges. As a consequence, the study contextualizes the discourse within traditional Yorùbá culture relying on the Ifá corpus. It affirms that biologism had no apologists among the traditional Yorùbá. It further avers that gender construction among the traditional people is neither antagonistic nor hegemonic but flexible and complimentary. Hence, the recommendation that this indigenous perception be reinvigorated in contemporaneous times to check the discrimination and subordination of women and homosexuals in Africa is the onus of this drudgery


2021 ◽  
Vol 4 (9) ◽  
pp. 105-116
Author(s):  
Mahmoud Almaqtri

This study aimed to find out the attitudes of the EFL College students of the University of Bisha, Saudi Arabia, towards eLearning after they have studied via this mode for almost two semesters. The study tried to answer four questions related to the participants' preferences of learning mode, the reasons for their preference, the problems with eLearning, and gender differences. Three null hypotheses related to the first three questions referred to above were postulated regarding gender differences if any. The study was mainly quantitative, in which data were collected by means of an online questionnaire administered to 148 EFL students (males and females) who were selected from the target population purposively. The SPSS program (version 20.0) was used to analyze the obtained data. We have found that the majority of participants had positive attitudes to eLearning, and they preferred it to the face-to-face classroom-based mode. Among the reasons they offered for their preference eLearning were their claims that they learned better than with face-to-face mode. In addition to flexibility, this mode saved time, cost and effort, since the students took activities and assessments at home, not at college. All three given hypotheses were accepted in that no gender difference was found.


2000 ◽  
Vol 16 (3) ◽  
pp. 147-149 ◽  
Author(s):  
Martin Grann

Summary: Hare's Psychopathy Checklist - Revised (PCL-R; Hare, 1991 ) was originally constructed for use among males in correctional and forensic settings. In this study, the PCL-R protocols of 36 matched pairs of female and male violent offenders were examined with respect to gender differences. The results indicated a few significant differences. By means of discriminant analysis, male Ss were distinguished from their female counterparts through their relatively higher scores on “callous/lack of empathy” (item 8) and “juvenile delinquency” (item 18), whereas the female Ss scored relatively higher on “promiscuous sexual behavior” (item 11). Some sources of bias and possible implications are discussed.


Author(s):  
Tereza Soukupova ◽  
Petr Goldmann

Abstract. The Thematic Apperception Test is one of the most frequently administered apperceptive techniques. Formal scoring systems are helpful in evaluating story responses. TAT stories, made by 20 males and 20 females in the situation of legal divorce proceedings, were coded for detection and comparison of their personal problem solving ability. The evaluating instrument utilized was the Personal Problem Solving System-Revised (PPSS-R) as developed by G. F. Ronan. The results indicate that in relation to card 1, men more often than women saw the cause of the problem as removable. With card 6GF, women were more motivated to resolve the given problem than were men, women had a higher personal control and their stories contained more optimism compared to men’s stories. In relation to card 6BM women, more often than men, used emotions generated from the problem to orient themselves within the problem. With card 13MF, the men’s level of stress was less compared to that of the women, and men were more able to plan within the context of problem-solving. Significant differences in the examined groups were found in those cards which depicted significant gender and parental potentials. The TAT can be used to help identify personality characteristics and gender differences.


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