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dc.contributor.authorCollins, Jenny
dc.date.accessioned2011-08-14T23:24:39Z
dc.date.available2011-08-14T23:24:39Z
dc.date.issued2009
dc.identifier.urihttps://hdl.handle.net/10652/1635
dc.description.abstract1. Identify ways in which the teaching of „home' science was shaped by assumptions about gender? 2. How did the teaching of science to girls change? To what extent does this mirror developments and trends in the US? 3. How did women graduates of the Home Science School negotiate their constraints and opportunities as science academics and educators? 4. Critically appraise the interrelationships between science as a field of knowledge and issues of power and gender
dc.language.isoenen_NZ
dc.subjecthome science educationen_NZ
dc.subjectwomen in higher educationen_NZ
dc.subjectgenderen_NZ
dc.subjectanalysis of narrativesen_NZ
dc.subjectURC Research Reporten_NZ
dc.titleHome science graduates : Carnegie and beyonden_NZ
dc.typeOtheren_NZ
dc.rights.holderJenny Collinsen_NZ
dc.subject.marsden130308 Gender, Sexuality and Educationen_NZ
dc.identifier.bibliographicCitationCollins, J. (2009).Home science graduates : Carnegie and beyond. [unpublished Unitec Research Committee Research Report].
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.peerreviewedyesen_NZ


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