Using a systematic search strategy, this paper reviews the literature about gender and cycling and critically assesses existing approaches to study the topic. Most studies use a binary conceptualization of gender, a cross‐sectional research design, and quantitative analysis to examine male–female differences in cycling behaviours, stated concerns, correlates, and barriers. The two hypotheses at the centre of most of this work are (1) that women cycle less than men due to greater safety concerns and (2) that women cycle less, or at least use bicycles differently than men, because of their more complex travel patterns that arise from greater household responsibilities. While the literature draws attention toward travel characteristics, it often relies on a simple binary conceptualization of gender. In doing so, it identifies differences in male–female cycling patterns, but it rarely sheds light on the gendered processes underlying these differences. In this paper, we argue that research into cycling as a form of mobility could be strengthened by engaging with feminist theories such as performativity, intersectionality, and embodiment to advance a more nuanced understanding of how gender and other axes of identity are intertwined with cycling.
Failure is hard‐wired into the scientific method and yet teaching students to productively engage with failure is not foundational in most biology curricula. To train successful scientists, it is imperative that we teach undergraduate science students to be less fearful of failure and to instead positively accept it as a productive part of the scientific process. In this article, we focus on student perceptions of the stigma of failure and their associated concerns to explore how failure could be better supported within and beyond a university context. Through a survey of first‐year biology students, we found that societal and familial pressures to succeed were the greatest contributing factors to students' fear of failure. In student suggestions on how to reduce the stigma of failure within and beyond the university context, the most common theme identified across both contexts was for increased discussion and open communication about experiences of failure. Importantly, student comments in this study bring attention to the role of factors beyond the classroom in shaping student experiences of failure within their biology courses.
The aim of this Viewpoint is to suggest a feminist intervention into the Sandusky scandal at Penn State University as a radical alternative to rethinking institutional violence at places of higher learning. Jerry Sandusky, former Penn State assistant football coach, was found guilty on 45 charges related to child sexual abuse. The horrific nature of the crimes shocked the community, but the unanswered questions surrounding the involvement of Penn State's most prominent administrators in a cover-up have implications for the pervasiveness of institutional violence within higher education. We contend if places of higher learning strive to be the embodiment of intellectual transformation, a feminist ethics of care and responsibility is necessary to negate the day-to-day feelings of fear and vulnerability that institutional violence supports.
Geography has much to contribute to the critical study of human rights. To date, geographic scholarship has tended to follow international trends in connecting the rights discourse to social and environmental justice agendas. Human rights, in these contexts, are assumed to be part of emancipatory politics. It is in challenging this assumption that I suggest critical geographic inquiry has more to offer. In this paper, I review critical geographic literature that explicitly focuses on the spatial processes of human rights around the world. Through this review, I identify a gap in the literature regarding the negotiations of responsibility that shape human rights discourses and practices. I draw on feminist and postcolonial theories of responsibility to highlight geography's potential for examining such negotiations to illuminate how responsibility is claimed, denied, ascribed, enacted, and avoided. Ultimately, I suggest mapping negotiations of responsibility as they cross scales, traverse space, and shape place will provide us with new and evocative lenses for critiquing the place of human rights within an emancipatory politics.
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