Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-24T07:45:19.122Z Has data issue: false hasContentIssue false

Heart, Head, and Hands: Intercultural, Experiential, and Applied Gender Learning in a Peace Studies Department

Published online by Cambridge University Press:  15 July 2016

Fiona Macaulay*
Affiliation:
University of Bradford

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
The Teacher Symposium: Mainstreaming Gender in the Teaching and Learning of Politics
Copyright
Copyright © American Political Science Association 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Ackerly, Brooke and Mügge, Liza. 2016. “Mainstreaming Gender in the Teaching and Learning of Politics.” PS: Political Science & Politics. This issue.Google Scholar
Cann, Esther. 2007. “‘An Incredibly Personal Thing’: Gender and Power in the Peace Studies Department.” Unpublished Masters Dissertation, Department of Peace Studies, University of Bradford.Google Scholar
Cassese, Erin C., Bos, Angela L. and Duncan, Lauren E.. 2012. “Integrating Gender into the Political Science Core Curriculum.” PS: Political Science & Politics 45 (2): 238–43.Google Scholar
Combellick-Bidney, Sarah. 2015. “The Political is Personal: Using Political Life Narratives to Engage Students.” PS: Political Science & Politics 48 (4): 617–20.Google Scholar
Evans, Elizabeth and Amery, Fran. 2016. “Gender and Politics in the UK: Banished to the Sidelines.” European Political Science. Forthcoming doi:10.1057/eps.2015.79.Google Scholar
Foster, Emma, Kerr, Peter, Hopkins, Anthony, Byrne, Christopher and Ahall, Linda. 2013. “The Personal is Not Political: At Least in the UK’s Top Politics and IR Departments.” British Journal of Politics and International Relations 15 (4): 566–85.Google Scholar
Freire, Paulo. 1970. Pedagogy of the Oppressed. New York: Herder and Herder.Google Scholar
Mershon, Carol and Walsh, Denise. 2014. Eds Ciritical Perspectives “Advocating for Change in the Discipline: ‘Political Science, Heal Thyself.’” Politics & Gender 10 (3): 432–7.CrossRefGoogle Scholar
Meyer, Jan H. F. and Land, Ray. 2006. Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge. London: Routledge.CrossRefGoogle Scholar
Phillips, Anne and Taylor, Barbara.1980. “Sex and Skills: Notes Towards a Feminist Economics.” Feminist Review 6: 7988.CrossRefGoogle Scholar
Rogers, Carl. 1951. Client-Centered Therapy: Its Current Practice, Implications and Theory. London: Constable.Google Scholar
Sjoberg, Laura. 2007. “Gender and Personal Pedagogy: Some Observations.” International Studies Perspectives 8 (3): 336–9.Google Scholar
Supplementary material: PDF

Macaulay supplementary material

Appendix

Download Macaulay supplementary material(PDF)
PDF 93.1 KB

A correction has been issued for this article: