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Adrienne Barnett 《Feminist Legal Studies》2000,8(2):241-254
This note examines the decision of the Family Division of the High Court in N. v. N. (Jurisdiction: Pre-Nuptial Agreement) in which, in the context of Jewish divorce proceedings, the Court found that it had no jurisdiction to order a husband, by
specific performance of a marriage agreement, to go through the procedure to obtain a ‘get’ (a hand-written bill of divorcement)
allowing his wife to remarry. First, discussion of the case is contextualised broadly within the debate on the (de)merits
of employing legal means in order to redress social wrongs. Secondly, adopting a theoretical perspective upon the difficulties involved in using law to achieve social change,
the note goes on to examine more specifically why women from minority cultures may choose to go to the law of the dominant
culture in order to obtain relief.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Patricia D. Denison 《Women & Performance》2013,23(3):411-432
In The Notorious Mrs. Ebbsmith, Arthur Pinero's use of the “fallen woman” plot is an unusual one, with implications for the 1890s “New Women's” agenda that have continuing relevance today. Linking gender issues to national, religious, and class issues, Pinero examines the limitations of advocacy rhetoric and personal exemplification in promoting social change, and he uses the often puzzling action of the play to explore the possibility of viable alternatives. 相似文献
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John McIlroy 《Labor History》2017,58(4):506-539
Examination of E. P. Thompson’s activism in the Communist Party (CPGB) has been limited. Some historians, basing themselves on his memories and interpretations of his 1955 biography of William Morris, have portrayed him as a dissenter, at best a loyal critic of CPGB policy. Others have deduced political conformity from his fourteen years membership of a declining organisation. This article reappraises the literature and reassesses the making and unmaking of a Communist intellectual. It explores Thompson’s contemporary writings – rarely exposed to critical scrutiny – and employs recently released security files to reconstruct the historian’s ideas and activity across the post-war decade. The article concludes that in these years Thompson remained a faithful supporter of the Soviet Union, the party line and ‘high Stalinism’. Khruschev’s ‘Secret Speech’ and the Russian invasion of Hungary did not validate pre-existing dissent. They were the pivotal factors provoking a rupture with the Stalinism Thompson had championed from 1942 to 1955. 相似文献
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Achievement, engagement, and students’ quality of experience were compared by racial and ethnic group in a sample of students
(N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling
Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported grades. Similarities and differences
in achievement, engagement, and quality of experience among white, black, Latino, and Asian students were examined. The most
marked differences found were between black and white students. Consistent with several previous studies, an engagement–achievement
paradox was found in which black students reported higher engagement, intrinsic motivation, and affect in classrooms, but
lower GPA relative to white students. A similar engagement–achievement paradox was found for students from low SES communities
compared to those from high SES communities. Analyses also revealed racial and ethnic differences in the relationship of engagement
with on-task behavior and contextual factors. Being on-task when in classrooms had a more positive effect on the engagement
of black students relative to white students. The contextual effect of being in school versus home or in public on engagement
was also more positive for black students than white students. Contextual factors and measurement issues are emphasized in
the interpretation of findings and suggestions for future research.
David J. Shernoff is an Assistant Professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi's theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Engagement in after-school program activities: Quality of experience from the perspective of participants” in Journal of Youth and Adolescence (Shernoff and Vandell 2007). Jennifer A. Schmidt is Associate Professor of Educational Psychology at Northern Illinois University. Her research focuses on the nexus of subjective experience, context, and individual development by examining the ways in which social, cultural, and situational circumstances mold experience, which in turn affects development. She earned her PhD. in Psychology: Human Development from the University of Chicago in 1998, where she studied how adolescents’ daily experiences with challenge fosters resilience among adolescents facing adversity. Following the completion of her doctoral studies she was appointed Research Director for the University of Chicago’s Sloan Center on Parents, Children and Work, housed within the National Opinion Research Center. In 2001 she joined the faculty at NIU, where she teaches courses in Educational Psychology and Child Development, Research Design, and Motivation. 相似文献
David J. ShernoffEmail: |
David J. Shernoff is an Assistant Professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi's theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Engagement in after-school program activities: Quality of experience from the perspective of participants” in Journal of Youth and Adolescence (Shernoff and Vandell 2007). Jennifer A. Schmidt is Associate Professor of Educational Psychology at Northern Illinois University. Her research focuses on the nexus of subjective experience, context, and individual development by examining the ways in which social, cultural, and situational circumstances mold experience, which in turn affects development. She earned her PhD. in Psychology: Human Development from the University of Chicago in 1998, where she studied how adolescents’ daily experiences with challenge fosters resilience among adolescents facing adversity. Following the completion of her doctoral studies she was appointed Research Director for the University of Chicago’s Sloan Center on Parents, Children and Work, housed within the National Opinion Research Center. In 2001 she joined the faculty at NIU, where she teaches courses in Educational Psychology and Child Development, Research Design, and Motivation. 相似文献
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CATHERINE CORDER 《Women's Studies: An inter-disciplinary journal》2013,42(5):685-686
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Marta Trzebiatowska 《Journal of Gender Studies》2019,28(4):475-487
While the percentage of religiously unaffiliated women is growing in the West, little is known about the relationship between atheism and feminism. This article redresses the gap by exploring women’s identification with atheism and feminism. The central argument draws on qualitative interview data from the UK, Australia, the US and Poland and emphasizes the role of atheism as a background identity marker through which female subjectivity is enacted in everyday life. The findings are two-fold: first, atheism and feminism are both devalued identities when embraced by women; and second, identifying as an atheist affords the participants an impetus to invent a new vocabulary to account for their identity. In conclusion, I argue that atheism provides a catalyst for the post-feminist discourse of independence, empowerment and freedom of choice as the participants construct narratives of ‘reasonable feminism’. 相似文献