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首页> 外文期刊>International Journal of Lifelong Education >The gendered nature of education under siege: a Palestinian feminist perspective
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The gendered nature of education under siege: a Palestinian feminist perspective

机译：围困中的教育性别特征：巴勒斯坦女权主义的视角

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Military occupation affects educational space and places, transforming them into politicized, sexed, gendered, and racialized ones. The uncontrolled political violence in conflict zones causes psychological trauma, internal displacement and economic stagnation, and intersect to shape the gendered nature of education. This article is based on data collected from young Palestinian women in the Occupied Palestinian Territories between 2004-2007. Its theoretical background departs from the perspective that women's education in conflict zones is simultaneously a site of empowerment, resistance, and victimization. As such, the article demonstrates that the personal is political, and highlights how education can be both a source of consciousness-raising and a powerful mobilizing force for young women while simultaneously being oppressive in nature. The results show that the covert and overt acts of political violence against Palestinians has transformed Palestinian gender relations in complex, contradictory, and diverse ways while both militarizing and violating their right to education. In addition, the article argues that the study of gender and education requires close attention to women's words and acts in order to identify revolutionary modes of resistance that are capable of promoting social justice. It concludes by arguing that the daily terror facing young women on their way to school, the systematic denial of school permits, and other actions that interfere with their right to obtain an education not only necessitates the re-conceptualization of education conceived as a neutral zone and separated from the politics of the state, but also requires a close scrutiny of the gendered nature of education under siege.
机译：军事占领影响着教育空间和场所，将其转变为政治化，性别化，性别化和种族化的地区。冲突地区不受控制的政治暴力造成心理创伤，内部流离失所和经济停滞，并相交形成教育的性别特征。本文基于2004-2007年间从巴勒斯坦被占领土上的年轻巴勒斯坦妇女收集的数据。它的理论背景从冲突地区的妇女教育同时是赋予权力，抵抗和受害的角度出发。因此，本文证明了个人具有政治性，并强调了教育如何既可以提高意识，又可以为年轻女性提供强大的动员力量，同时又具有压迫性。结果表明，针对巴勒斯坦人的隐性和公开政治暴力行为以复杂，矛盾和多样的方式改变了巴勒斯坦的性别关系，同时军事化和侵犯了他们的受教育权。此外，文章认为，对性别和教育的研究需要密切关注妇女的言行，以便确定能够促进社会正义的革命性抵抗方式。总结得出结论，年轻妇女在上学途中面临的日常恐怖，有系统地剥夺学校许可以及其他干扰其受教育权的行动，不仅需要重新构想被视为中立区的教育概念并且与国家政治分离，但也需要对被围困的教育的性别特征进行仔细审查。

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