LTHOUGH THE RESEARCH literature on gender and agriculture originated with early studies conducted at the level of the farm unit, contemporary literature extends debates further to incorporate analyses of gender, identity, subjectivity and power in agricultural communities, industries, law and media recent analysis of Irish agricultural training is an example of this latter scholarship. Using the research literatures on gender and equality of educational opportunity, Shortall argues that education, as a particular instance of wider social and cultural institutions, provides a medium for processes and structures that support different experiences and opportunities for men and women in agriculture. Shortall's analysis is unusual, and important, in that she focuses on agricultural training as a source both of information and status, and as an arena in which the gendering of agriculture is produced and reproduced.In this paper 1 we propose a framework for developing a critical gender analysis of agricultural training. We respond to, and extend, Shortall's analysis of the gendering of agricultural training. Our aim is to develop a theoretical base which supports research and evaluation of gender issues in educational programmes. 2 In particular, we establish three conceptual tools and a framework for analysis which we can apply to our current investigation of agricultural training programmes. 3 To date, analyses of women and agricultural education have emphasized curricula, culture and the organization of farm work as factors supporting male access and participation in training. While this empirical heritage is crucial to our work it also suggests to us that greater attention to certain key concepts would A
This article reflects on Me Mahi Tahi Tatou, a government-sponsored study of race relations in New Zealand schools. It focuses on ways in which the New Zealand bicultural framework shaped conditions of communication and voice among those involved in conducting the study. In Me Mahi Tahi Tatou, well-intentioned attempts to support the voice of a historically marginalized group were undermined by a reductive identity politics. Political and institutional pressures and a positivist-empiricist research culture further supported a mechanistic approach to social inclusion. The article argues that a meaningful approach to difference and voice in inclusive research requires critical attention to the conditions of communication and the micro-politics of the day-to-day interactions that shape the meaning of social categories in practice.In conducting research, sponsored research in particular, political considerations mitigate reflexive impulses that might undermine the authority of the research (Pawson & Tilley, 1996). Yet what goes on "behind the scenes" is a significant aspect of knowledge production. Factors such as professional, situational, cultural, and interpersonal relationships between researchers are rarely addressed in methods sections of research reports or in methods texts. Researchers' attempts to situate themselves in relation to their work signal an awareness of the centrality of research identities to the process of knowledge production but often do not address the ways research relationships and settings shape research findings, analyses, and reporting.This article extends past research on reflexive research methods and situated knowledge production (CannonMinistry of Maori Affairs (Te Puni Kokiri), the Office of the Race Relations Conciliator, and the Ministry of Education. The project aimed to collect and disseminate examples of positive practice in race relations from New Zealand schools and distribute these nationally in the form of a written report. A significant part of our work focused on securing indigenous Maori involvement on the research team. As coleader of the study, my evolving understanding of the issues of race, representation, and methodology contrasted quite dramatically with the views expressed by others involved in the project. The current article explores the ramifications of using racial categories to ensure the representation of historically marginalized groups and traces the conditions this imposed on the researchers' voice and agency. My goal here is not to challenge the legitimate issue of Maori representation but to highlight the problematics of addressing difference in research design and implementation. I concentrate here on the issues I saw in relation to social categorization as a well-intentioned response to social exclusion (Ellsworth, 1989;McLaren, 1991).The article suggests that progressive research may more fruitfully address mechanisms of racial exclusion by looking more critically at identity categories in relation to the situated conditions of researcher voice and c...
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