Jackie Kirk
Biographic Data
| ID | 3781636 |
|---|---|
| NAME | Jackie Kirk |
| GIVEN NAMES | Jackie |
| FAMILY NAME | Kirk |
| SIGNATURE | KIRK J |
| AFFILIATIONS | McGill University |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 81 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 5 |
Starting with the self: Reflexivity in studying women teachers’ lives in development
Sight Unseen: Re-viewing Images of Girls' Education
In this article we discuss the ways in which images of girls are understood to represent broader international development discourses related to girls' education. This piece was originally written for the United Nations Girls' Education Initiative (UNGEI), conceived with UNICEF out of their interest in determining whether images they produce accurately represent policies and processes they engage in on behalf of girls' education; that report was …
Gender, forced migration and education: Identities and experiences of refugee women teachers
Drawing on narrative data from women teachers in a refugee camp in northern Ethiopia, this article explores how women’s lived experiences of being teachers in a very local context are shaped within and against globalised geographies. Particular attention is paid to the forces of forced migration, to the complexities of local–global economies and their interplay with the social context and gendered relations of the camp environment. The article be…
Welcome to this inaugural issue of Girlhood Studies: An Interdisciplinary Journal (GHS)
It is a moment of collective memory work. The three of us—Claudia, Jacqui and Jackie—try to remember when and where the idea for a Girlhood Studies journal came from in the first place. We think that probably the precise moment (or event) was the “A New Girl Order: Young Women and the Future of Feminist Inquiry” Conference convened by Anita Harris and colleagues at Monash University and held at King’s College, London, from November 14 to 16 2001.…
Home-based school teachers in Afghanistan: Teaching for tarbia and student well-being
Imaging girls: Visual methodologies and messages for girls' education
This article describes the use of visual methodologies to examine images of girls used by development agencies to portray and promote their work in girls' education, and provides a detailed discussion of three report cover images. It details the processes of methodology and tool development for the visual analysis and presents initial ‘readings’ of the selected images. This initial study highlights the relevance of image analysis to the field of …
Learning for a Bright Future: Schooling, Armed Conflict, and Children's Well-Being
Education and fragile states
Within the fragile states agendas and policies of development agencies and organisations education is of concern; education is a social service sector in which the impacts of state fragility are significant, in terms of access and quality of provision for children, working conditions and support for teachers, good governance and legitimacy for the society/community as a whole. However, this article argues that education should be at the centre of…
Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia
Transferring Cultural Knowledge and Skills: Afghan Teachers for Afghan Students in Montreal
This article describes the experiences and perceptions of a small group of Afghan women teachers who have set up a small community school for Afghan children in Montreal. It situates the work that they are doing in the context of knowledge transfer and of social capital building in a diasporic context and discusses this heritage education program in relation to transnational processes of living and learning in multiple sites. The women, who were …
Gender, Education, and Development: Are Women Teachers Women in Development
This article examines policy and programming frameworks and initiatives for gender in education from a perspective that is informed by conceptual shifts in development practice and theory from Women in Development (WID) to Gender and Development (GAD). It focuses on the linkages made between women teachers and girls' education and raises conceptual issues and challenges to these, especially regarding girls' and women teachers' bodies in schools. …
Promoting a gender-just peace: The roles of women teachers in peacebuilding and reconstruction
Schools - however temporary and improvised they may be - are often among the first community organisations to start functioning after a crisis. It is important that they set a high standard in encouraging the active participation of women in reconstruction and peacebuilding after conflict. This article examines the potential of women teachers for significant participation in building a gender-just peace, and the challenges that exist for women to…
Learning for a Bright Future: Schooling, Armed Conflict, and Children's Well-Being
Education and fragile states
Within the fragile states agendas and policies of development agencies and organisations education is of concern; education is a social service sector in which the impacts of state fragility are significant, in terms of access and quality of provision for children, working conditions and support for teachers, good governance and legitimacy for the society/community as a whole. However, this article argues that education should be at the centre of…
Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia
Imaging girls: Visual methodologies and messages for girls' education
This article describes the use of visual methodologies to examine images of girls used by development agencies to portray and promote their work in girls' education, and provides a detailed discussion of three report cover images. It details the processes of methodology and tool development for the visual analysis and presents initial ‘readings’ of the selected images. This initial study highlights the relevance of image analysis to the field of …
Gender, forced migration and education: Identities and experiences of refugee women teachers
Drawing on narrative data from women teachers in a refugee camp in northern Ethiopia, this article explores how women’s lived experiences of being teachers in a very local context are shaped within and against globalised geographies. Particular attention is paid to the forces of forced migration, to the complexities of local–global economies and their interplay with the social context and gendered relations of the camp environment. The article be…
Promoting a gender-just peace: The roles of women teachers in peacebuilding and reconstruction
Schools - however temporary and improvised they may be - are often among the first community organisations to start functioning after a crisis. It is important that they set a high standard in encouraging the active participation of women in reconstruction and peacebuilding after conflict. This article examines the potential of women teachers for significant participation in building a gender-just peace, and the challenges that exist for women to…
Home-based school teachers in Afghanistan: Teaching for tarbia and student well-being
Sight Unseen: Re-viewing Images of Girls' Education
In this article we discuss the ways in which images of girls are understood to represent broader international development discourses related to girls' education. This piece was originally written for the United Nations Girls' Education Initiative (UNGEI), conceived with UNICEF out of their interest in determining whether images they produce accurately represent policies and processes they engage in on behalf of girls' education; that report was …
Welcome to this inaugural issue of Girlhood Studies: An Interdisciplinary Journal (GHS)
It is a moment of collective memory work. The three of us—Claudia, Jacqui and Jackie—try to remember when and where the idea for a Girlhood Studies journal came from in the first place. We think that probably the precise moment (or event) was the “A New Girl Order: Young Women and the Future of Feminist Inquiry” Conference convened by Anita Harris and colleagues at Monash University and held at King’s College, London, from November 14 to 16 2001.…
Transferring Cultural Knowledge and Skills: Afghan Teachers for Afghan Students in Montreal
This article describes the experiences and perceptions of a small group of Afghan women teachers who have set up a small community school for Afghan children in Montreal. It situates the work that they are doing in the context of knowledge transfer and of social capital building in a diasporic context and discusses this heritage education program in relation to transnational processes of living and learning in multiple sites. The women, who were …
Promoting a gender-just peace: The roles of women teachers in peacebuilding and reconstruction
Schools - however temporary and improvised they may be - are often among the first community organisations to start functioning after a crisis. It is important that they set a high standard in encouraging the active participation of women in reconstruction and peacebuilding after conflict. This article examines the potential of women teachers for significant participation in building a gender-just peace, and the challenges that exist for women to…
Gender, Education, and Development: Are Women Teachers Women in Development
This article examines policy and programming frameworks and initiatives for gender in education from a perspective that is informed by conceptual shifts in development practice and theory from Women in Development (WID) to Gender and Development (GAD). It focuses on the linkages made between women teachers and girls' education and raises conceptual issues and challenges to these, especially regarding girls' and women teachers' bodies in schools. …
Transferring Cultural Knowledge and Skills: Afghan Teachers for Afghan Students in Montreal
This article describes the experiences and perceptions of a small group of Afghan women teachers who have set up a small community school for Afghan children in Montreal. It situates the work that they are doing in the context of knowledge transfer and of social capital building in a diasporic context and discusses this heritage education program in relation to transnational processes of living and learning in multiple sites. The women, who were …
Education and fragile states
Within the fragile states agendas and policies of development agencies and organisations education is of concern; education is a social service sector in which the impacts of state fragility are significant, in terms of access and quality of provision for children, working conditions and support for teachers, good governance and legitimacy for the society/community as a whole. However, this article argues that education should be at the centre of…
Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia
Welcome to this inaugural issue of Girlhood Studies: An Interdisciplinary Journal (GHS)
It is a moment of collective memory work. The three of us—Claudia, Jacqui and Jackie—try to remember when and where the idea for a Girlhood Studies journal came from in the first place. We think that probably the precise moment (or event) was the “A New Girl Order: Young Women and the Future of Feminist Inquiry” Conference convened by Anita Harris and colleagues at Monash University and held at King’s College, London, from November 14 to 16 2001.…
Home-based school teachers in Afghanistan: Teaching for tarbia and student well-being
Imaging girls: Visual methodologies and messages for girls' education
This article describes the use of visual methodologies to examine images of girls used by development agencies to portray and promote their work in girls' education, and provides a detailed discussion of three report cover images. It details the processes of methodology and tool development for the visual analysis and presents initial ‘readings’ of the selected images. This initial study highlights the relevance of image analysis to the field of …
Learning for a Bright Future: Schooling, Armed Conflict, and Children's Well-Being
Starting with the self: Reflexivity in studying women teachers’ lives in development
Sight Unseen: Re-viewing Images of Girls' Education
In this article we discuss the ways in which images of girls are understood to represent broader international development discourses related to girls' education. This piece was originally written for the United Nations Girls' Education Initiative (UNGEI), conceived with UNICEF out of their interest in determining whether images they produce accurately represent policies and processes they engage in on behalf of girls' education; that report was …
Gender, forced migration and education: Identities and experiences of refugee women teachers
Drawing on narrative data from women teachers in a refugee camp in northern Ethiopia, this article explores how women’s lived experiences of being teachers in a very local context are shaped within and against globalised geographies. Particular attention is paid to the forces of forced migration, to the complexities of local–global economies and their interplay with the social context and gendered relations of the camp environment. The article be…
Political science (8 works) · Sociology (7 works) · Gender Studies (6 works) · Gender Studies (6 works) · Pedagogy (6 works) · Psychology (6 works) · Context (archaeology (4 works) · Economic growth (4 works) · Peace and Human Rights Education (4 works) · Education and experiences of immigrants and refugees (3 works)