Abstract
My life and intellectual history are closely connected to the late 20th Century rise of the second wave women’s, student and civil rights movements. These decades also witnessed the professionalization of women’s traditional fields of work—teaching and nursing—with their introduction into the academy. But as all feminists know, and my intellectual and personal history illustrates, there is no gradual progress towards the betterment of all or a fairer redistribution of power,and there is no safe discourse of equality.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Alvesson, M. & Billing, Y. D. (1996). Understanding gender and organisation. London: Sage.
Bacchi, C. (1999). Women, policy and politics: The construction of policy problems. London: Sage.
Ball, S. J. (1994). Education reform: A critical and post-structural approach. Buckingham, England: Open University Press.
Ball, S. J. (2000). Performativities and fabrications in the education economy: Towards a performative society? Australian Educational Researcher, 27(2), 1-25.
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1987). Women’s ways of knowing: The development of self, voice and mind. New York: Basic Books
Benhabib, S., Butler, J., Cornell, D. & Fraser, N. (Eds.). (1995). Feminist contentions: A philosophical exchange. New York: Routledge.
Benhabib, S. & Cornell, D. (Eds.) (1987). Feminism as critique. Oxford: Basil Blackwell.
Bernstein, B. (1975). Class, codes and control Vol I-III. London: Kegan Paul.
Blackmore, J. (1986). The vocationalisaton of Victorian schooling 1900-60. Unpublished doctoral dissertation. Stanford University, California.
Blackmore, J. (1989).Educational leadership: A feminist critique and reconstruction. In J. Smyth (Ed.), Critical perspectives on educational leadership (pp. 93-130). Sussex, England: Falmer Press.
Blackmore, J. (1993). “In the shadow of men?” The historical construction of administration as a ‘masculinist’ enterprise. In J. Blackmore & J. Kenway (Eds.), Gender matters in educational administration and policy: A feminist introduction (pp. 27-48). Sussex, England: Falmer Press.
Blackmore, J. (1992). The gendering of skill in twentieth century Australian education. Journal of Educational Policy, 7(4), 351-377.
Blackmore, J. (1995). Policy as dialogue: Feminist administrators working for educational change. Gender and Education, 7(3), 293-313.
Blackmore, J. (1996). Doing emotional labor in the educational market place: Stories from the field of women in management. Discourse, 17(3), 337-350.
Blackmore, J. (1999a). Globalisation/localisation: Strategic dilemmas for state feminism and gender equity policy. Journal of Education Policy, 14(1), 33-54.
Blackmore, J. (1999b). Troubling women: Feminism, leadership and educational change. Buckingham, England: Open University Press.
Blackmore, J. (2006). Deconstructing diversity discourses in the field of educational management and leadership. Leadership, Educational Management and Administration, 34(2), 188-199.
Blackmore, J. (2010). ‘The Other within’: Race/gender disruptions to the professional learning of white educational leaders. International Journal of Leadership in Education, 13(1), 45-61.
Blackmore, J. (2011). Bureaucratic, corporate/market and network governance: Shifting spaces for gender equity in education. Gender, Work and Organisation, 18(5), 433-66.
Blackmore, J., & Kenway, J. (Eds.) (1993). Gender matters in educational administration and policy: A feminist introduction. London: Falmer Press.
Blackmore, J., & Sachs, J. (2007). Performing and reforming leaders: Gender, educational restructuring and organizational change. New York: SUNY Press.
Blackmore, J., & Thorpe, S. (2003). Media/ting change: The print media’s role in mediating education policy in a period of radical reform in Victoria, Australia. Journal of Education Policy, 18(6), 577-596.
Bourdieu, P. (1990). The logic of practice. Cambridge, England: Polity Press.
Bourdieu, P. (1997). Forms of capital. In A. Halsey, H. Lauder, P. Brown, & A. S. Wells (Eds.), Education: Culture, economy, society (pp. 46-58). Oxford: Oxford University Press.
Bowles, S., & Gintis, H. (1974). Schooling in capitalist America. New York: Basic Books.
Burton, C. (1991). The promise and the price: The struggle for equal opportunity in women’s employment. St. Leonards, NSW, Australia: Allen & Unwin
Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. London: Routledge.
Caine, B., Grosz, E., & de Lepervanche, M. (Eds.). (1988). Crossing boundaries: Feminism and the critique of knowledges. Sydney, Australia: Allen & Unwin.
Carr, W., & Kemmis, S. (1986). Becoming critical: Eduation, knowledge and action research. London: Routledge
Clarke, J., & Newman, J. (1994). The managerial state: Power, politics and ideology in the remaking of social welfare. London: Sage.
Cockburn, C. (1991). In the way of women: Men’s resistance to sexual equality in organisations. London: Macmillan.
Collins, P. H. (1990). Black feminist thought. London: Routledge.
Connell, R.W. (1987). Gender and power. Sydney, Australia: Allen & Unwin.
Connell, R. W., Ashenden, D., Kessler, S., & Dowsett, G. (1982). Making the difference: Schools, family and social division. Sydney, Australia: Allen & Unwin
Eisenstein, H. (1996). Inside agitators: Australian femocrats and the state. Sydney, Australia: Allen & Unwin.
Fineman, S. (Ed.) (1993). Emotions in organisations. London: Sage.
Fraser, N. (1997). Justice interruptus: Critical reflections on the ‘postsocialist’ condition. Oxford, England: Polity Press.
Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.
French, M. (1977). The women’s room. New York: Jove.
Greer, G. (1970). The female eunuch. London: MacGibbon & Kee.
Hamilton, R., & Barrett, M. (Eds.). (1987). Politics of diversity. London: Verso.
Hannan, B. (1976). Manifesto for democratic schooling. VSTA News. Melbourne: Victorian Secondary Teachers Association.
Harding, S. (1986). The science question in feminism. London: Routledge.
Henriques, J., Hollway, W., Urwin, C., Venn, C., & Walkerdine, V. (Eds.). (1984). Changing the subject: Psychology, social regulation and subjectivity. London: Methuen.
Hochschild, A. (1983). The managed heart: The commercialization of human feeling. Berkeley: University of California Press.
Illich, I. (1971). De-schooling society. New York: Harper & Row.
Kerfoot, D., & Knight, D. (1993). Management, masculinity and manipulation: From paternalism in corporate strategy on financial services in Britain. Journal of Management Studies, 30(4), 650-77
Lather, P. (1991). Getting smart: Feminist research and pedagogy within/in the postmodern. New York: Routledge.
Lyotard, J. L. (1984). The postmodern condition: A report on knowledge. Manchester, England: Manchester University Press.
Marshall, C. (Ed.). (1997). Feminist critical policy analysis. Vols 1-2. London: Falmer Press.
McNay, L. (2000). Gender and agency: Reconfiguring the subject in feminist and social theory. Oxford, England: Polity Press.
Moreton-Robinson, A. (1999). Talkin’ up to a white women: An indigenous feminist’s perspective. Sydney, Australia: Allen & Unwin.
New London Group. (1996). The pedagogy of multiliteracies: Designing social futures. Harvard Education Review, 66(1), 60-96.
Nias, J. (1996). Thinking about feeling: Emotions in teaching. Cambridge Journal of Education, 26(3), 293-306.
Nicholson, L. (Ed.). (1990). Feminism/postmodernism. New York: Routledge.
Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
Nussbaum, M. (2011). Creating capabilities: The human development approach. Cambridge, MA: Harvard University Press.
Pateman, C. (1980). Participation and democratic theory. Cambridge, England: Cambridge University Press.
Pateman, C. (1988). The sexual contract. Cambridge, England: Polity Press.
Smith, D. (1987). The everyday world as problematic: A feminist sociology. Boston, MA: Northeastern University Press.
Smyth, J. (Ed.). (1989). Critical perspectives on educational leadership. London: Falmer Press.
Spivak, G. (1988). In other worlds: Essays in cultural politics. New York: Routledge.
Stromquist, N., & Monkman, K. (Eds.) (2000). Globalisation and education: Integration and contestation across cultures. New York: Rowman & Littlefield.
Summers, A. (1975). Damned whores and god’s police. Ringwood, VIC, Australia: Penguin Books.
Thomson, P., & Blackmore, J. (2006). Beyond the power of one: Redesigning the work of school principals. Journal of Educational Change, 7, 161-177.
Tinning, R., & Sirna, K. (Eds.). (2011). Critical pedagogies and the legacy of Deakin University: Reflections of the Deakin diaspora. Rotterdam, Netherlands: Sense Publishers.
Tong, R. (1989). Feminist thought: A comprehensive introduction. Boulder, CO: Westview Press.
Tyack. D. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.
Unterhalter, E. (2007). Gender, schooling and global social justice. London: Routledge.
Williams, R. (1975). The country and the city. Oxford, England: Oxford University Press.
Yeatman, A. (1990). Bureaucrats, technocrats, femocrats: Essays on the contemporary Australian state. St Leonards, NSW, Australia: Allen & Unwin.
Young, I. M. (1988). Justice and the politics of difference. Princeton, NJ: Princeton University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Sense Publishers
About this chapter
Cite this chapter
Blackmore, J. (2013). Forever Troubling. In: Weaver-Hightower, M.B., Skelton, C. (eds) Leaders in Gender and Education. Leaders in Educational Studies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-305-8_2
Download citation
DOI: https://doi.org/10.1007/978-94-6209-305-8_2
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-305-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)