Post Structuralist Feminist Analyses in Education - Coursework Example

Introduction Post structuralism has numerous definitions. However, for purposes of this essay, we can define it as the application of cultural theory in post-modern contexts. In other words, there can be no relation between meaning and words prior to events. Post structuralists assert that meaning in society are brought on by the existence of events or discourses. Feminism within post structuralism refers to the way society is addressed with regard to race, gender and race. Additionally, feminisms also brings about the elements of transformation within the latter social relations. Feminist activists are constantly looking for way of articulating power inequalities in society especially for those who have been undermined in the past. (Lather, 1991) How concepts within post structuralism feminism analyses can be applied to education Post structuralism comes in different forms; consequently, the manner in which the different forms are practiced also varies. However, these forms have three major concepts in common and they include; meaning, subjectivity and language. Besides the latter three elements, post structuralism forms are also related in the manner in which they attempt to deconstruct. There is always an examination into the way society perceives certain realities and then a disruption of these perceptions. In other words, there is always a tendency to disrupt these socially constructed systems. Different forms of post structuralism have challenged social constructs and they have an attribute of controversy about them. One of the forms of post structuralism is feminism post structuralism. This form can be analysed through the following three concepts and then applied in education Language Through language, feminism post structuralism analyses can be applied in education. This is because one can be able to under social power, social meaning, social organisation and individual consciousness. Language is therefore a site for constructing social meaning. Language is a medium that facilitates the way individuals can live through the way it gives meaning to individual’s social discourses. Language gives meaning to the world and also allows individuals certain forms of subjectivity. In the field of education; especially higher education, one can understand how women use language as method of showing their discontent with society. Subjectivity Subjectivity may be regarded as a site for conflict and disunity as perceived by feminism post structuralists. Humanist subjects differ and are unique in their own identities. Consequently, the notion that human subjects are static, stable or rational is in strong opposition to this feminism post structuralist idea. Adherents to the feminism post structuralism theory assert that human beings are not socialised by society but instead create their own subjectification. This means that when one examines another’s subjectivity, they are in fact in the process of understanding how their counterparts are constituted. (Lather, 1991) The process of constructing subjectivity creates tensions and instabilities which then becomes visible through the practices and discourses one undergoes. Since these discourses and practices are always quite different, then they create contradictions within ourselves that are synonymous with one’s subjectivity. The process of placing meanings to experiences varies from individuals to individuals, and also from society to society. Therefore, feminism post structuralism does not try to place subjectivity in fixed definition, but it refers to it as a fluid and continuous process of forming meaning to discourses. When the latter explanation is applied to women’s positions in higher education, one can assert that there exists different reasons that explain why women take up the positions they do in educational institutions. It would therefore be wrong to generalise all the subjects within this field because they all have their various reasons and understandings for pursuing the positions they hold Power Feminism post structuralism gives a new reflection to the way power is perceived by society. According to the adherents of this theory, power should not just be a mechanism for repressing others; instead, it can be viewed as a mode for production. In this regard, adherents to this theory tend to look for ways in which weak points in power relations can be transformed or challenged. (Grosz, 1989) When one applies the latter assertions in the field of education, it can be seen that some power relations come into play especially in administration. It is inherent in society that women and men are entitled to certain depictions of power. However, there seems to be a disconnect owing to the fact that females are not on an equal footing. It is therefore plausible to argue that there is a power gap in this social relation; post structuralism feminism demands that this gap must be challenged Barriers faced by women climbing managerial ladders in education In educational institutions today, there are more women than men doing undergraduate courses. Consequently, many have assumed that these women will proceed to obtain post graduate degrees and eventually climb up the ladder to become administrators. However, this has not been the case and many experts have given their opinions about why this could be happening. It is indeed alarming that the actual number of women in professoriate positions are just a handful. The percentages representing this number actually refer to all the lecturers and instructors. If most of the women in academic institutions are taking up only the lecturer’s positions, then it gives them very little room to grow thus implying that women are actually under represented in educational institutions. (Hollingsworth, 1994) Some people have asserted that the reasons for these declining numbers of women within education can be attributed to sexual discrimination. But as research would have it, there is no uniform pattern of sexual discrimination in learning institutions. Some institutions do hire men over women regardless of the credentials of either gender. On the other hand, other institutions have asserted that they give women precedence in recruitment over men so as to bridge the gender gap in education. Both sides of the coin have well founded evidence in research within the UK. Many experts have found that the country has mixed reactions when it comes to female recruitment. Post structuralism feminism theory can be applied to explain these divisions in opinion. Owing to the issue of subjectivity, different individuals have their own understandings of practices depending on their very nature. Consequently, this could be the reason why some institutions tend to discriminate sexually while others do the opposite. Other experts have asserted that the reason why women do not hold managerial positions in educational institutions is due to their biological nature. This means that women are inclined to reject jobs in academics owing to the fact they have a stronger inclination to raising children and bringing up families. Here, the blame is on women themselves; they are the ones who choose to get away from the field of education itself. This notion has no sustainable evidence to support it because there are certain women who have no children but are still disinterested in managerial positions. Besides that, there are also certain women who have children and still climb up the social ladder. (Britzman, 2003) Other proponents argue that there are systemic barriers in education that prevent women from pursuing those career positions. These barriers are accounted by the fact that most women tend to self-select themselves away from these jobs given the obstacles that the system already has in place. Evidence shows that the numbers of women in under graduate levels are quite high, but as one continues to post graduate and even PhD levels, these numbers diminish. Research has shown that the percentage of women with PhDs in UK is much less than the percentage of women applying for academic managerial positions. Since women choose not to apply for managerial positions themselves, then there must be a reason. It was found that a substantial number of women in the country still feel that the rigours of academic managerial posts would be too demanding for them. Most of them have a hard time dividing loyalties between themselves and their families. Women still consider themselves as primary caregivers within the family and this is a demanding task The other reasons that could be causing this disparity is the fact that women score less in self esteem Meta analysis tests. Research conducted in UK academic institutions found that women’s self perception or their self esteem was lower than their male counterparts. Post structuralism feminism can be applied to explain the latter revelations. These figures could be as a result of the power concepts. Most individuals ascertain that they may not be ready to take up managerial positions because their social relations have indicated that there is a divide between the genders. Consequently, these women tend not to believe in themselves when asked about such positions. Other adherents believe that women have minimal access to managerial positions because most of them may dislike the fact that it will invoke a lot of mobility. The issue of geography is very important to women. But in academics, one is required to move to another institutions or country to get a masters degrees. When they decide to get a doctoral degree, they are again required to move to another location. This issue is particularly troubling to women as most of them do not like moving from one place to another. This can be explained through the post structuralism feminism lens. In this regard, many women are expressing their subjectivity due to the experiences they have undergone in the past. In this regard, many subjects have been confronted with the negative elements that come with frequent mobility. As a result, so many of them embraced those experiences and made it part of their being. This is why they tend to disfavour these managerial positions. (Davies, 1994) Another reason that could explain these minimal numbers of female students in academic positions is the issue of marriage. A survey conducted in the country found that women with post graduate degrees wanted spouses with similar academic qualifications. It is likely that the concern about finding marriage partners could be discouraging some women. This depicts power struggles according to post structuralism feminism. Conclusion There are external and internal factors that could be causing a gap between men and women in educational positions. The external factors are family concerns and sexual discrimination attitudes in some institutions. However, internal factors could also have caused this disparity and they include low self-esteem, mobility concerns and family balance. (Lather, 1991) Reference: Britzman, D. (2003): A critical study of learning to teach; State University of New York Press Davies, B. (1994): Poststructuralist theory and classroom practice; Deakin University Press Grosz, E. (1989): Three French feminists: Sexual subversions; Allen & Unwin Hollingsworth, S. (1994): Lessons and Conversations in a Feminist Key; Teachers College Press. Lather, P. (1991): Feminist research in education: against/within; Deakin University Press Read More