Abstract
That different areas of knowledge (both academic and professional) have different gender appeal is a well known fact. This is also the true of the educational profiles of the professions in the ProLearn project, which are more or less gendered and have not experienced noticeable change in this regard over the last few years.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bjerrum Nielsen, H. & Rudberg, M. (1994). Psychological modernity. Oslo: Oslo University Press.
Bjerrum Nielsen, H. & Rudberg, M. (2007). Fun in gender. NORA: Nordic Journal of Women’s Research, 15(2–3), 100–111.
Bordo, S. (1987). The cartesian masculinisation of thought. In S. Harding & J. F. O’Barr (Eds.), Sex and scientific inquiry (pp. 247–264). Chicago: Chicago University Press.
Fox Keller, E. (1986). Science and gender. New York: Yale University Press.
Freud, S. (1923). The infantile genital organization. Standard edition, vol. 19. London: Hogarth Press.
Gilligan, C. (1983). In a different voice. Psychological theory and women’s development. Cambridge, Massachusetts: Harvard University Press.
Jensen, K. (2007). The desire to learn: An analysis of knowledge-seeking practices among professionals. Oxford Review of Education, 33(4), 489–502.
Jensen, K. & Lahn, L. (2005). The binding role of knowledge: An analysis of nursing students’ knowledge ties. Journal of Education and Work, 18(3), 305–320.
Karseth, B. & Nerland, M. (2007). Building professionalism in a knowledge society: examining discourses of knowledge in four professional associations. Journal of Education and Work, 20(4), 335–355.
Knorr Cetina, K. (1997). Sociality with objects. Social relations in post-social knowledge societies. Theory, Culture and Society, 14(4), 1–30.
Knorr Cetina, K. (2001). Objectual practices. In T. R. Schatzki, K. Knorr Cetina, & E. von Savigny (Eds.), The practice turn in contemporary theory (pp. 175–188). London: Routledge.
Moi, T. (1999a). Patriarchal thought and the drive for knowledge (1988). In What is a woman? (pp. 348–355). Oxford: Oxford University Press.
Moi, T. (1999b). Introduction. In What is a woman? (pp. 252– 263) Oxford: Oxford University Press.
Rudberg, M. (1996). The researching body. The epistemophilic project. The European Journal of Women’s Studies, 3(3), 285–305.
Rudberg, M. (2009). Paradoxes of schooling gender. Young, Journal of Nordic Youth Research, 17(2), 41–58.
Rudberg, M. & Bjerrum Nielsen, H. (2005). Potential spaces – Subjectivities and gender in a generational perspective. Feminism & Psychology, 15(2), 127–148.
Smith, D.E. (1987). The everyday world as problematic. Boston: Northeastern University Press.
Widerberg, K. (1995). Kunnskapens kjønn. (The sex of knowledge). Oslo: Pax forlag.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Rudberg, M. (2012). Gender, knowledge and desire. In: Jensen, K., Lahn, L.C., Nerland, M. (eds) Professional Learning in the Knowledge Society. The Knowledge Economy and Education, vol 6. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-994-7_10
Download citation
DOI: https://doi.org/10.1007/978-94-6091-994-7_10
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-994-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
