Neoliberalism, lifelong learning, and the homeplace: problematizing the boundaries of ‘public’ and ‘private’ to explore women's learning experiences

Gouthro, Patricia A.

doi:10.1080/01580370902927733

Cited by 30 publications

(25 citation statements)

References 27 publications

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“…On an overall level, women are still expected to take the main responsibilities in the household, such as doing the washes and taking care of the children (Daniels 2010;Gouthro 2009). The neo-liberal shift towards more responsibility of the individual learner makes it even more difficult for women to achieve equal opportunities.…”

Section: Figure 1 Herementioning

confidence: 99%

Gender differences in formal, non-formal and informal adult learning

Boeren

2011

Studies in Continuing Education

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1Gender differences in formal, non formal and informal adult learning. ARTICLE: 6,902 words including appendix ABSTRACT: At first sight, participation rates in adult learning do not differ strongly between men and women. Further exploration, however, makes clear that main differences exist at the level of the type of learning. Men participate more in work related learning and experience more job related motives to participate. Women take the main responsibilities at the home place, resulting in fewer employment in knowledge intensive jobs and fewer opportunities for work related training. In this paper, we use the Harvard gender analysis framework to get insight in the differences in adult learning activities between men and women. In the empirical part, we use the Eurostat Adult Education Survey, which provides sex-aggregated data, which are needed to gain insight in the broader activity profile of the population divided by men and women.

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Section: Figure 1 Herementioning

confidence: 99%

Gender differences in formal, non-formal and informal adult learning

Boeren

2011

Studies in Continuing Education

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“…our 'learning trajectories'" (p. 484). In earlier research on women's learning trajectories (Gouthro, 2009), I also note that influences from the homeplace often shape women's decisions around learning and work. Nystrom, Dahlgren, and Dahlgren (2008) also draw on Wenger to explore how graduates transition from university into the workplace where they found "professional trajectories .…”

Section: Women's Learning Trajectories and Learning In The Workplacementioning

confidence: 96%

Women of Mystery

Gouthro

2014

Adult Education Quarterly

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This article explores the learning pathways of 15 Canadian and American female crime fiction authors. Using a critical feminist perspective, it argues that despite the neoliberal rhetoric of individual choice, as in most careers, there are social-structural factors that create opportunities and barriers for women mystery writers. The article explores the background factors that shape women's interest in writing crime fiction, considers the challenges that they face in developing their careers, and looks at the supports that may help them to attain success. Despite challenges, there is often intrinsic value in doing meaningful work that may motivate women to develop a fiction-writing career.Although historically the field of crime fiction was dominated by men, in recent decades the popularity of women mystery writers has grown significantly. According to a recent survey conducted by Sisters in Crime, an organization that supports women mystery writers, the majority of readers of crime fiction are women (www.sistersincrime.org). But how is it that women learn their way into a life of crime (fiction)? This

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“…Hong Kong, a British colony from 1841 to 1997, developed into an international city with a capitalist economy and values shaped by what Gouthro (2009) defined as neoliberal influences that emphasize individualization, competition and connections to the marketplace. These neoliberal influences have trickled into the education sector in Hong Kong where the function of education is construed as the need to ensure Hong Kong's competitive advantage in the knowledge-based economy (Kennedy, 2004) especially in the post-colonial period.…”

Section: Issue 1: Expansion Of Pve For Economic Growthmentioning

confidence: 99%

Increasing professionalization and vocationalization of continuing education in Hong Kong: trends and issues

Tam

2013

International Journal of Lifelong Education

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Neoliberalism, lifelong learning, and the homeplace: problematizing the boundaries of ‘public’ and ‘private’ to explore women's learning experiences

Cited by 30 publications

References 27 publications

Gender differences in formal, non-formal and informal adult learning

Gender differences in formal, non-formal and informal adult learning

Women of Mystery

Increasing professionalization and vocationalization of continuing education in Hong Kong: trends and issues

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