This book delves into the impacts and consequences of the policy of co-residence at the University of Oxford, investigating why and how women were kept at the periphery of the university and how Oxford responded to the growing demand for women’s higher education. The book further examines how the admittance of women into men’s colleges and vice versa ultimately shaped the identities of both the University and the student population. The author draws upon identity theory to explain the existence and persistence of single-sex colleges at the University, and the theory of social epidemics or cascades is used to explain the rapid embrace of co-residence by the remaining men’s colleges after its adoption by the first five men’s colleges. In addition, the author uses both quantitative and qualitative approaches to evaluate claims about the impact of co-residence on undergraduate women, women dons, and women’s colleges. Unearthing and providing a sustained and in-depth analysis of a quiet, yet revolutionary, undertaking at one of the world’s most renowned institutions, it will appeal to scholars, faculty, and upper-level students with interests in gender in education, educational inclusion and diversity, history of education, international education, as well as sociology of education and social theory.

This book provides a comprehensive history of the passage of Title IX, the key legislation to bring about gender equity in education. Using a variety of primary source material, this historical study uses sociological conceptual frameworks to analyze feminist activism in the 1960s that culminated in the 1970s with Title IX and its regulation. It mines the field of social network theory and uses concepts from social movement theory to highlight issues that undergirded the struggle to open up the system for women and show how activists were able to achieve their goals. Throughout, the volume highlights interactions between and among various groups: proponents of the women’s movements, political figures, administrative bodies, and policy specialists.

Since Pauline Konga’s breakthrough performance at the 1996 summer Olympics in Atlanta, the world has become accustomed to seeing Kenyan women medal at major championships, sweep marathons, and set world records. Yet little is known about the pioneer generation of women who paved the way for Kenya’s reputation as an international powerhouse in women’s track and field. In Kenya’s Running Women: A History, historian and former professional runner Michelle M. Sikes details the triumphs and many challenges these women faced, from the advent of Kenya’s athletics program in the colonial era through the professionalization of running in the 1980s and 1990s. Sikes reveals how over time running became a vehicle for Kenyan women to expand the boundaries of acceptable female behavior. Kenya’s Running Women demonstrates the necessity of including women in histories of African sport, and of incorporating sport into studies of African gender and nation-building.

The speeches and papers women gave at the National Council of Women in 1891 reflect the widespread concerns, activities, reforms, etc. of the 19th century women's movement.

Cuban Studies 42 focuses on gender and equality issues in post-1959 Cuba, and their impact on cultural and institutional change. It views subjects such as politics, labor, food and diet, race, ethnicity, HIV/AIDS, sex education, tourism and prostitution, masculinity, and feminism, among others.

Radical and conservative Enlightenment ideologies began to break apart as the desire for a fair society clashed with questions of religion and secularization. The Enlightenment that Failed shows how ideas promoting the interest of society as a whole came to be almost defeated by ideas buttressing the interests of the privileged few.

This volume on international studies pedagogy helps us think purposefully about the worlds we teach to our students and it shows us why engaging in reflective practice about how and what we teach matters. The Handbook also provides strategies to engage students in a variety of ways to reflect on and engage with the complexities of the world in which we live.

'Seamlessly melding scholarship with passion, Unwell Women is the definition of unputdownable' Telegraph 'A richly detailed, wide-ranging and enraging history... Unwell Women is not just a compelling investigation, but an essential one' Observer 'A passionate and indignant history' The Times 'A searing, brilliant investigation, an intricate and urgent book on how women's health has constantly been misunderstood and miscast throughout history' Kate Williams 'One of the most important books of our generation' Fern Riddell 'UNWELL WOMEN is a powerful and fascinating book that takes an unsparing look at how women's bodies have been misunderstood and misdiagnosed for centuries.' Lindsey Fitzharris 'We are taught that medicine is the art of solving our body's mysteries. And as a science, we expect medicine to uphold the principles of evidence and impartiality. We want our doctors to listen to us and care for us as people, but we also need their assessments of our pain and fevers, aches and exhaustion to be free of any prejudice about who we are, our gender, or the colour of our skin. But medicine carries the burden of its own troubling history. The history of medicine, of illness, is a history of people, of their bodies and their lives, not just physicians, surgeons, clinicians and researchers. And medical progress has always reflected the realities of a changing world, and the meanings of being human.' In Unwell Women Elinor Cleghorn unpacks the roots of the perpetual misunderstanding, mystification and misdiagnosis of women's bodies, and traces the journey from the 'wandering womb' of ancient Greece, the rise of witch trials in Medieval Europe, through the dawn of Hysteria, to modern day understandings of autoimmune diseases, the menopause and conditions like endometriosis. Packed with character studies of women who have suffered, challenged and rewritten medical orthodoxy - and drawing on her own experience of un-diagnosed Lupus disease - this is a ground-breaking and timely exposé of the medical world and woman's place within it.

Celebrating more than two decades of feminist theory and gender research, this book provides an essential overview of current theoretical positions, hot topics and state-of-the-art perspectives in the field of Nordic Gender Studies: an area currently facing the challenges of internationalization and destabilized well-fare states, intersectionality, materiality, and academic transformation. Forming an overview, the introductory texts collected here are intended for Nordic and international students and teachers specializing in gender studies or related areas of interdisciplinary humanities and social sciences. With vibrant contributions from Nordic and international key scholars, think pieces and position papers culled from NORA: Nordic Journal of Feminist and Gender Research, are in fact essential reading for anyone in need of accessible yet condensed guidance on key discussion points such as post-constructionism and new materialism, neo-liberal academia and interdisciplinarity and the role of critical gender theory and posthumanism. The volume also looks at the differences within Nordic Gender Studies of today. This book is made up of material that was previously published in various issues of NORA: Nordic Journal of Feminist and Gender Research.

This timely book explores how various feminist perspectives fruitfully explain women’s experience of educational leadership, drawing on a contemporary conceptualisation of fourth-wave feminism that is intersectional and inclusive. The book asks which and whose feminist theory is used to explain gender and feminism in educational leadership, management and administration (ELMA): the scholar’s, the research participant’s or a combination of the two in the co-construction of knowledge from an intersectional feminist perspective. It conceptualises intersectional and inclusive feminist perspectives on educational leadership, theorising research through a Black British feminist perspective, a gender and Islamic perspective and a queer theory perspective, depending on the self-identification of participants. It explores digital feminism and men’s pro-feminism. The book identifies feminist leadership praxis as a focus for future research and explores how leaders can draw on funds of knowledge, identity cultural wealth and lead and educate diverse populations of students. Highlighting the importance of intersectional feminist perspectives in ELMA, the book will appeal to scholars, researchers and postgraduate students in the fields of inclusive educational leadership and management, gender studies and feminism.