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"Taber, Nancy"
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Mothers, Military and Society
Motherhood and military are often viewed as dichotomous concepts, with the former symbolizing feminine ideals and expectations, and the latter suggesting masculine ideals and norms. Mothers, Military, and Society contributes to a growing body of research that disrupts this false dichotomy. This interdisciplinary and international volume explores the many ways in which mothers and the military converse, align, contest, and intersect in society. Through various chapters that include in-depth case studies, theoretical perspectives and personal narratives, this book offers insights into the complex relationship between motherhood and the military in ways that will engage both academic and non-academic readers alike.
eBook
Popular culture as pedagogy : research in the field of adult education
Grounded in the field of adult education, this international compilation offers a range of critical perspectives on popular culture as a form of pedagogy. Its fundamental premise is that adults learn in multiple ways, including through their consumption of fiction. As scholars have asserted for decades, people are not passive consumers of media; rather, we (re)make our own meanings as we accept, resist, and challenge cultural representations.00At a time when attention often turns to new media, the contributors to this collection continue to find forms of popular culture important and worthy of study. Television and movies the emphases in this book reflect aspects of consumers lives, and can be powerful vehicles for helping adults see, experience, and inhabit the world in new and different ways. This volume moves beyond conceptually oriented scholarship, taking a decidedly research-oriented focus. It offers examples of textual and discursive analyses of television shows and films that portray varied contexts of adult learning, and suggests how participants can be brought into adult education research in this area. In so doing, it provides compelling evidence about the complexity, politics, and multidimensionality of adult teaching and learning. Using a range of television shows and movies as exemplars, chapters relate popular culture to globalization, identity, health and health care, and education. The book will be of great use to instructors, students, and researchers located in adult education, cultural studies, womens and gender studies, cultural sociology, and other fields who are looking for innovative ways to explore social life as experienced and imagined.
Book
Dripping pink and blue
In response to calls by feminist cultural theorists to develop means to unmask patriarchy, the system of power that lies at the heart of museums that maintain problematic hierarchical binaries of masculinity and femininity, we designed the Feminist Museum Hack. The Hack draws on theories of representation, feminist critical discourse analysis and visual methodologies/literacy to operate as a critical and creative practice that can be adapted to any museum context. The primary aim of the Hack – a methodology and pedagogy – is to provide a lens through which adults can see the unseen of patriarchy and how it hides so cleverly in plain sight in the museum’s practices of representation. In this article, we use examples of how we have used the Hack as researchers and educators in various museum settings to expose, decode and disrupt the hegemonic gendered messages in the images, displays, curatorial statements, labels and even in object placement and stagecrafting. We also show how the Hack functions as a practice of ‘direct agency’, a means to re-write and engage with museum narratives. We argue that the Hack is an important and innovative practice because it turns museums into spaces of ‘pedagogic possibility’ – sites where we can learn new strategies of feminist opposition to counter the male gaze and its ability to define women’s lives.
Journal Article
Gendered Militarism in Canada
Important societal critique of how gender and militarism intersect in Canadians' daily learning.
eBook
Negotiating Tensions in Researching, Facilitating, and Critiquing Gender: Exploring Institutional and Feminist Influences
Abstract This article explores our experiences with negotiating tensions when conducting research. As three female researchers in various stages of our academic careers, we describe our own reflexive accounts of the research process as we negotiated our roles and responsibilities in relation to academic institutions and feminism. We discuss the literature related to responsibilities of academics, the tensions associated with conducting research, and the feminist methodologies addressing gendered issues in the current study. We contextualize the research project by outlining our positionalities and the methodology for our reflexive process. We then discuss our experiences of negotiating ourselves within an academic institution and within feminism. We conclude by discussing the importance of creating a feminist space through collaboration within academic institutions. [PUBLICATION ABSTRACT] URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1203100
Journal Article
Generals, colonels, and captains: Discourses of militarism, education, and learning in the Canadian university context
This article discusses a feminist discourse analysis that explores the ways in which discourses of learning interact with discourses of militarism at four Canadian civilian universities named for military leaders. I discuss how this particular research topic became apparent to me and explore the current national context where it can be argued that Canada is exchanging an identity of a peace-making country for one of war-making. I examine literature that connects education with militarism, taking a feminist anti-militarist approach, and discuss issues relating to academic freedom in critiquing one’s own institution. I explain my methodology and detail my findings, concluding that educators should continue to contest gendered militarism in higher education and society.
Journal Article
Tensions between Practice and Praxis in Academia: Adult Education, Neoliberalism, Professional Training, and Militarism
In education, there is a tension between exploring practice (focusing on the practicalities of an educator's daily work) and critical praxis (problematizing positionality as it relates to pedagogies and engaging in a societal critique). I do not set this up as a duality, a dichotomy, or a continuum, but as a skewed Venn diagram, in which there is a pull between foci as a result of educational paradigms and intersecting forces such as neoliberalism, corporatism, commodification of learning, and even militarism. These pressures have fueled an emphasis on practice and measurement, frequently at the expense of exploration and analysis, with particular implications for the field of adult education. In this article I build on my own experiences as an advocate of adult education to explore how education and learning are often framed in faculties of education and post-secondary institutions; the challenges and opportunities of merging adult education (and graduate and undergraduate courses) with other programs in faculties of education; and the educational and societal implications of these framings and changes.
Journal Article
Critiquing War in the Classroom: Professor Positionality, Vulnerability, and Possibility
This article describes an analytic autoethnographical research study focusing on my experiences developing, delivering, and evaluating course content critiquing war from a feminist anti‐militarist perspective as a pre‐tenured faculty member. Themes include: professional vulnerability, student resistance, pedagogical possibility, and scholarly holism. This research demonstrates the importance of interrogating the educational experiences of post‐secondary professors, and of connecting them to complex sociocultural educational issues such as war, militarism, and gender.
Journal Article
Universities as Inclusive Learning Organizations for Women?: Considering the Role of Women in Faculty and Leadership Roles in Academe
Purpose: The purpose of this paper is to explore the concept of the learning organization, first discussed by Senge (1990), to determine if it can work as a model in the higher education sector. Design/methodology/approach: Using a critical feminist framework, this paper assesses the possibilities and challenges of viewing universities as inclusive learning organizations, with a particular focus on women in academic faculty and leadership roles. Findings: It argues that, ultimately, the impact of neoliberal values and underlying systemic structures that privilege male scholars need to be challenged through shifts in policies and practices to address ongoing issues of gender inequality in higher education. Originality/value: The paper draws attention to the need to bring a critical feminist lens to an analysis of the concept of the learning organization if it is to be perceived as having merit in the higher education sector.
Journal Article