Open lecture: “Feminism: theoretical framework and social movement”

Professor Gaby Weiner (Sussex University) will give an open lecture at the University of Helsinki on “Feminism: theoretical framework and social movement.”
Time: Tuesday 7 October 2014 at 13-14.
Room: Athena 360 (Siltavuorenpenger 3 A).

Abstract: This presentation focuses on the field of gender and education and its development over the last two decades. It has become a strong academic field, theoretically and empirically but, in doing so, has moved away from sustained interest in how schools and education practitioners might actively challenge and minimise gender inequality. My presentation highlights a number of issues: first, the success of academic feminists in penetrating Academia; second, the emergence and changing nature of the field that has come to be known as gender and education; third, the gap that has grown between feminists working in the university sector and school teachers and other education practitioners; and fourth, and perhaps most important, the disparities that continue to exist between men and women, in the UK and worldwide in an era when neoliberalism predominates. The question I want to pose is: to what extent is 21st century Academia compatible with political activism?

Gaby Weiner is a Visiting Professor for the Centre for Higher Education and Equity Research (CHEER) at the University of Sussex, and a member of the Nordic Centre of Excellence (NCoE) Justice through Education in the Nordic Countries (JustEd)

JustEd members at ECER 2014

In September around 40 JustEd members presented at the European Conference on Educational Research (ECER) 2014 in Porto. The conference theme “The Past, the Present and Future of Educational Research in Europe” encouraged participants to reflect on the “strengths, weaknesses and possibilities” of educational research. JustEd members contributed to the conference programme in diverse ways, including paper presentations, three symposia, one roundtable and a keynote address by Agnès van Zanten.

Next year, ECER 2015 “Education and Transition – Contributions from Educational Research” will be organised at the University of Budapest on 7-11 September 2015.


EERJ – popular articles by JustEd members

Articles written by JustEd members have received the attention of the European Educational Research Journal (EERJ) readers. A member of JustEd appears as first or second author in six out of eleven most popular articles within the EERJ.

EERJ is the international peer reviewed journal of the European Educational Research Association (EERA). The list of the most popular articles is based on the numbers of articles downloaded between 1 January 2014 and 27 August 2014.

Call for book chapters: Troubling Educational Cultures in the Nordic Countries

Education aims at generating skills and abilities and simultaneously consolidates particular ideals and norms. The suggested book will be based on chapters that inquire into how this twofold character of education works in the Nordic countries, which often appear to exemplify equality and social justice? Our aim is to trouble the Nordic educational ideals and explore in detail the cultural practices, which emerge from the Nordic educational spheres. Among the questions we would like to address are the following:

What kind of subjectivities emerge from the educational cultures of the Nordic countries? How do bodies both manifest and resist cultural norms? Moreover, how does education both secure particular educational ideals and generate practices, vocabularies and resistances that create communities for those who fail to meet educational ideals?

We are looking in particular for contributions that use an intersectional approach to these and other, similar kinds of question. The intersectional analysis of educational cultures can consist for example of research which analyses the ways that different social and cultural factors, such as gender, sexuality, ethnicity, religion, social class and disability, are intertwined and constructed in institutional and informal educational contexts. The concept of ‘troubling’ education norms and stabilities is important to the book concept. By troubling we mean a methodology that aims to question ideas that are typically accepted or considered as self-evident: research that both disturbs and upsets the reader and opens up the new and surprising interpretations of everyday practices. Troubling as a methodology also aims to question the distinction troubled/normal.

The book aims to draw significantly on cultural studies of education. Our aim is to explore what is happening in various educational (both formal and informal) contexts in the Nordic countries. We welcome contributors to explore for example following themes:
• The intertwining of local and global in educational cultures in the Nordic countries
• Well-being and educational cultures in Nordic context
• Minority knowledges on cultural practices in formal and informal educational contexts
• The constructions of social divisions, such as class, gender, (dis)ability, ethnicity, religion

Preliminary timetable
Extended abstract of 500 words: 30 Oct 2014 (will be sent to all editors)
First draft: 28 Feb 2015
Editor’s comments 30 March 2015
Second draft: 30 May 2015 will be sent to reviewers
Reviewers’ comments 1 Sep 2015
Third draft 30 Oct 2015
Editor’s comments 30 Now 2015
Final versions 15 Jan 2016
In press March 2016
Symposium in NERA Helsinki 2016

Editors (in alphabetical order)
Dennis Beach, University of Gothenburg,
Sirpa Lappalainen, Institute of Behavioural Sciences, University of Helsinki,

Anna-Maija Niemi, Institute of Behavioural Sciences, University of Helsinki
Elina Vaahtera, 
Institute of Behavioural Sciences, University of Helsinki