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Full-Text Articles in Education
Orono House Of Pizza Promotional Sticker, Orono House Of Pizza
Orono House Of Pizza Promotional Sticker, Orono House Of Pizza
Social Justice: Diversity, Equity, & Inclusion
An Orono House of Pizza promotional rainbow sticker in rainbow pride colors stuck on a lamp post outside Fogler Library at the University of Maine. The lettering reads: "Ohop. All my homies are pepperonis." Popular with university students, the Orono House of Pizza, located at 154 Park Street in Orono offers pick up, delivery, and in-house seating.
Knock On The Door: A Feminist Standpoint Theory Case Study Of Internationally Educated Chinese Females Finding Academic Positions In China, Chenzi Feng Zhao
Knock On The Door: A Feminist Standpoint Theory Case Study Of Internationally Educated Chinese Females Finding Academic Positions In China, Chenzi Feng Zhao
Electronic Thesis and Dissertation Repository
This study examines how gender shapes the experiences of internationally educated Chinese females in trying to obtain academic positions in Chinese higher education institutions from a feminist standpoint theory perspective. The interactions between education and gender in the contemporary globalized world have been an important theme in studies about education, gender, and social equity. Identifying the gaps in the statistic-based understandings of gender parity, this study adopts a qualitative narrative method and interviewed four female scholars who have applied and interviewed for academic jobs in China in the past four years. The findings are presented as four elaborate narratives. The …
Teacher Approaches To Women’S History, Gender, And Feminism In Secondary Social Studies, Kimberly R. Bowman
Teacher Approaches To Women’S History, Gender, And Feminism In Secondary Social Studies, Kimberly R. Bowman
Theses and Dissertations
While several scholars have worked to reimagine social studies curriculum from a feminist perspective, there are few studies that look at how teachers understand and experience gender equity work (Bohan, 2017; Engebretson, 2018). This study seeks to bridge that gap between theory and practice in order to progress toward a more gender-equitable social studies education. Utilizing a hermeneutic circle design to facilitate dialogue across participants, I conducted one-on-one, semi-structured interviews with seven secondary social studies teacher participants and collected participant-provided curriculum materials. Using techniques from constructivist grounded theory, I analyzed how teachers made sense of their experiences trying to include …