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„Učitelky“: jejich dlouhá cesta k rovnoprávnosti a uznání se zaměřením na feminizaci a její důsledky

100%

Seebauer R.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

2014

vol. 24

issue 5

699-720

Starting from the current situation of feminization in Austrian schools the long road to equality and acceptance of female teachers is traced on the basis of historical pedagogical journals for the period from 1870 to the end of the First World War. The roots of feminization – especially in the area of primary schools – go down into the dark depths of the 19th century. Despite resistance from male colleagues and difficult working conditions, being a “female teacher” was the possibility to receive a highly appreciated education after compulsory schooling as girls/women were allowed to take the “Maturity Exam” (“Matura” = entitlement to study at a university) not before 1896. In a short time, therefore, teacher training institutions for women “produced” a surplus of female teachers, who often had to earn their poor living as private teachers – “for peanuts”. The high degree of feminization today – and as a result – the lack of male teachers in Austria’s primary schools rather often deprive boys the chance to focus on male role models; male children find no same-sex models they could identify with; immigrant boys – especially from other cultures – appear to be particularly affected. Gender-based explanations and lines of argumentation show a variegated pattern why the teaching profession is characterized by feminization; just a few men choose the option to study at a School of Education in order to become a primary school teacher. Quite a lot of what has been published in recent studies (appointment of schoolheads, occupational psychological aspects…) can already be found in papers around the turn of the 20th century.

The Trials and Tribulations of Zimbabwean Precarious Women Workers in Johannesburg: A Cry for Help?

86%

Hlatshwayo M.

Qualitative Sociology Review

2019

vol. 15

issue 1

62-85

There is a growing literature on the conditions of Zimbabwean women working as migrant workers in South Africa, specifically in cities like Johannesburg. Based on in-depth interviews and documentary analysis, this empirical research paper contributes to scholarship examining the conditions of migrant women workers from Zimbabwe employed as precarious workers in Johannesburg by zooming in on specific causes of migration to Johannesburg, the journey undertaken by the migrant women to Johannesburg, challenges of documentation, use of networks to survive in Johannesburg, employment of the women in precarious work, and challenges in the workplace. Rape and sexual violence are threats that face the women interviewed during migration to Johannesburg and even when in Johannesburg. The police who are supposed to uphold and protect the law are often found to be perpetrators involved in various forms of violence against women. In the workplace, the women earn starvation wages and work under poor working conditions. Human rights organizations and trade unions are unable to reach the many migrant women because of the sheer volume of violations against workers’ rights and human rights.

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1 Pedagogická orientace (Journal of the Czech Pedagogical Society)

1 Qualitative Sociology Review

1 2019

1 2014

1 Hlatshwayo M.

1 Seebauer R.

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„Učitelky“: jejich dlouhá cesta k rovnoprávnosti a uznání se zaměřením na feminizaci a její důsledky

The Trials and Tribulations of Zimbabwean Precarious Women Workers in Johannesburg: A Cry for Help?