Suchergebnisse

Although the ideals of the 'good mother' change with time, fashion and context, they persist in public policy, the media, popular culture and workplaces; placing pressure on women to conform to particular standards, against which they are judged and judge themselves.The Good Mother demonstrates that prevailing ideas about mothers and motherhood continue to influence the way 'types' of women are represented and the way that all mothers think, act and present themselves

The purpose of this paper is to stimulate a re-envisioning of gender politics in public policy making by applying a new approach to understanding them. Our approach is based on, and illustrated by, a study of gender dynamics in policy-making processes in the NSW public sector in Australia. The study draws on theoretical developments in the sociological study of gender arrangements in large organisations. Central to the analysis is the concept of gender regime (Connell 2002). The study finds that gender dynamics in policy making are not played out in a uniform and generalised way that stifles opportunities for resistance and change. Nor, however, are they random and contingent. There are various structures of gendered policy-making practice that suggest both possibilities for, and obstacles to, the advancement of gender equality in policy making. Based on these findings, the paper proposes a new method and language for studying, and advancing change in, gender and policy making in public sector settings.

The purpose of this paper is to stimulate a re-envisioning of gender politics in public policy making by applying a new approach to understanding them. Our approach is based on, & illustrated by, a study of gender dynamics in policy-making processes in the NSW public sector in Australia. The study draws on theoretical developments in the sociological study of gender arrangements in large organisations. Central to the analysis is the concept of gender regime (Connell 2002). The study finds that gender dynamics in policy making are not played out in a uniform & generalised way that stifles opportunities for resistance & change. Nor, however, are they random & contingent. There are various structures of gendered policy-making practice that suggest both possibilities for, & obstacles to, the advancement of gender equality in policy making. Based on these findings, the paper proposes a new method & language for studying, & advancing change in, gender & policy making in public sector settings. References. Adapted from the source document.

In Australia, microfinance is gaining visibility as a distinct poverty alleviation strategy. Within the Australian microfinance policy and program discourses, the microfinance sector is framed as targeting both men and women equally. Yet at the practice level, the majority of loan recipients are women. Such a gender neutral framing is in stark contrast to microfinance policy and practices developed elsewhere. This paper explores how gender is represented in microfinance policy and practice in Australia, drawing on an analysis of the policy and practice statements of Australian microfinance programs. It is argued that the robust feminist assessments of the relationship between microfinance and gender equality that have emerged in developing countries could usefully inform Australian developments in this area of social policy, but that this shift requires acknowledging gender in the framing of the problem Australian microfinance seeks to address.

Chapter 1. Introduction: Social justice talk and social justice practice in the contemporary university; Susan Goodwin and Helen Proctor -- SECTION I. Politics and perspectives -- Chapter 2. Thoughts on social justice and universities; Raewyn Connell -- Chapter 3. On settler notions of social justice: The importance of disrupting and displacing colonising narratives; Sheelagh Daniels-Mayes, Valerie Harwood and Nyssa Murray -- Chapter 4. Making worlds, making justice and the responsibility to live justly on stolen land; Debra Hayes -- Chapter 5. Social justice politics: Care as democracy and resistance; Donna Baines -- Chapter 6. Pursuing a social justice agenda for early childhood education and care: Interrogating marketisation hegemony in the academy; Marianne Fenech -- Chapter 7. Aboriginal voices: Social justice and transforming aboriginal education; Kevin Lowe and Cathie Burgess -- SECTION II. Practices and pedagogies -- Chapter 8. When 'participation' is not enough: Social justice practices in mental health and psychiatric hegemony; Emma Tseris -- Chapter 9. Teaching undergraduate comparative and international education: Pedagogy, social justice and global issues in education; Alexandra McCormick and Matthew A.M. Thomas -- Chapter 10. 'Teaching' social justice through community-embedded learnign; Margot Rawsthorne -- Chapter 11. Little ego deaths in the social justice classroom: An existential perspective on student resistance; Remy Yi Siang Low -- Chapter 12. Using drama pedagogy to understand human rights and the law; Alison Grove O'Grady -- Chapter 13. Social justice and students with intellectual disability: Inclusive higher education practices; Michelle L. Bonati -- Chapter 14. Frameworks for social justice in teacher education: Moments of restless sympathy; Kelly Freebody.

AbstractThe question of impact is at the heart of human service design, with governments searching perennially for the right approach to meeting citizen need while responsibly acquitting public funds. In this area, 'commissioning' has become a popularised approach, most recently in Australia. Although in theory commissioning is a strategic and relational practice offering to put communities at the heart of decision‐making, commissioning in practice has proved less transformational. This paper explores the gulf between intent and implementation in the transition to commissioning human services in New South Wales (NSW) in the context of the Commissioning Project, a collaborative project facilitated by the Sydney Policy Lab at the University of Sydney to enable peak organisations in the community sector build a collective approach to commissioning. The collaboration resulted in the articulation of four guiding principles to facilitate better commissioning in NSW: putting relationships first, letting communities lead, investing in people, and embedding learning.