Kay Standing
Biographic Data
| ID | 4192685 |
|---|---|
| NAME | Kay Standing |
| GIVEN NAMES | Kay |
| FAMILY NAME | Standing |
| SIGNATURE | STANDING K |
| AFFILIATIONS | Liverpool John Moores University |
| ORCID | 0000-0001-5514-6953 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 98 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 5 |
Love Island and Relationship Education
The rise of reality TV programmes focussing on relationships and the search for "love" has focussed media attention on the portrayal of healthy relationships, gender roles, and intimate partner abuse (IPVA). Love Island, a UK reality TV programme, was watched in 2019 by over 3 million viewers, a majority of whom are young women aged 16-34, though a younger teenage demographic also watch. Many of these younger viewers may be learning about what he…
Changing the Culture? A Feminist Academic Activist Critique
The Universities UK (UUK) Taskforce report, Changing the Culture , has been seen as a turning point in U.K. universities' responses to gender-based violence (GBV). Institutional changes have occurred as a response to grassroots feminist activism and resistance to GBV, focusing on sexual violence, harassment, and "lad culture" in universities. This article will argue that the neoliberal marketization of higher education, concurrent with the persis…
It's breaking quite big social taboos’ violence against women and girls and self-defense training in Nepal
Grassroots responses to violence against women and girls in post-earthquake Nepal: Lessons from the field
Violence against women and girls (VAWG), including sexual violence, can increase after natural disasters. This article provides evidence from Nepal, a country where progress has been made on gender equality but VAWG remains an endemic problem. Research since the earthquakes involving women activists and non-government organisations indicates the continuing challenges facing disaster response efforts to prevent VAWG and protect women. Women and gi…
My grandfather broke all traditional norms by sending both his daughters to school’: Lessons from ‘inspirational’ women in Nepal
This article focuses on the key lessons learnt from interviewing 33 women in Nepal. It examines the importance of the support of parents and the extended family in enabling girls to both enter, and proceed, in education at all levels. It also highlights the work of Global Action Nepal in promoting gender and child-friendly schools. The findings discussed here highlight the need for inter-generational and family support, both mother and fathers as…
Caught in the Cross Fire: Children’s Right to Education During Conflict — The Case of Nepal 1996–2006
The article focuses on the impact on children, schools and education during the 10 year conflict in Nepal and raises questions for further research on schooling in the post‐conflict era. The article is based on research undertaken as part of a British Council funded Higher Education Link. Focus group discussions and interviews were conducted with school children, parents, teachers and community leaders between 2004 and 2006 and draws on informal …
Mothers and work-life balance: Exploring the Contradictions and Complexities Involved in Work-Family Negotiation
This article presents data from a project exploring women's experiences of work and care. It focuses primarily on work-life balance as a problematic concept. Social and economic transformations across advanced post-industrial economies have resulted in concerns about how individuals manage their lives across the two spheres of work and family and achieve a work-life balance. Governments across the European Union have introduced various measures t…
Citizenship rights and women's roles in development in post-conflict Nepal
Despite human rights abuses, the ten-year conflict in Nepal brought aspects of empowerment to women, changing their role in the family and community, as women became active outside the home, challenged the security forces, and began to assert their rights as citizens. Drawing on a research project into the participation of women in community development projects in three areas of Nepal, the present article examines how far development agencies in…
The disconnection between policy practices and women's lived experiences: Combining work and life in the UK and the Netherlands
Combining work and family life is central to women‘s participation in the labour market. Work-life balance has been a key objective of UK and Dutch policy since the 1990s but policies created at the national level do not always connect with the day to day experiences of women juggling caring and domestic responsibilities with paid work. Using qualitative data from a European Social Fund Objective 3 project the paper explores women‘s lived realiti…
Reasserting Fathers' Rights? Parental Responsibility and Involvement in Education and Lone Mother Families in the UK
Lone Mothers' Involvement in their Children's Schooling: Towards a new typology of maternal involvement
Parental involvement in schooling is currently advocated by both education policy and theorists in the UK as a solution to 'falling' educational standards. However, this parental involvement is presented as ungendered, with no recognition that the work required of mothers by schools is difficult to do under conditions of sole supporting mothering and low income. This article offers a way of conceptualising lone mothers' understandings of their in…
Lone Mothers and 'Parental' Involvement: A Contradiction in Policy
At the same time as the number of lone mother families has been increasing, education policy has demanded more involvement in children's schooling from 'parents' (i.e., mothers). Social policy in this area is inherently contradictory, encouraging lone mothers into paid employment on the one hand, whilst imploring mothers to 'help' in (and out of) the classroom on the other. Whilst lone mothers become scapegoats for all societal ills, parental inv…
Scrimping, saving and schooling: Lone mothers and 'choice' in education
The growth of market forces and the rhetoric of 'choice' in education ignores economic and cultural differences between parents, especially the implications for lone mothers on low incomes, by assuming everyone has equal access to resources. Social, economic and education policies com bine to constrain and limit the involvement and 'choice' lone mothers have in their children's education. This article explores some of the struc tural and moral co…
Feminisms in Education: An Introduction
Mothers and work-life balance: Exploring the Contradictions and Complexities Involved in Work-Family Negotiation
This article presents data from a project exploring women's experiences of work and care. It focuses primarily on work-life balance as a problematic concept. Social and economic transformations across advanced post-industrial economies have resulted in concerns about how individuals manage their lives across the two spheres of work and family and achieve a work-life balance. Governments across the European Union have introduced various measures t…
Feminisms in Education: An Introduction
Lone Mothers and 'Parental' Involvement: A Contradiction in Policy
At the same time as the number of lone mother families has been increasing, education policy has demanded more involvement in children's schooling from 'parents' (i.e., mothers). Social policy in this area is inherently contradictory, encouraging lone mothers into paid employment on the one hand, whilst imploring mothers to 'help' in (and out of) the classroom on the other. Whilst lone mothers become scapegoats for all societal ills, parental inv…
Lone Mothers' Involvement in their Children's Schooling: Towards a new typology of maternal involvement
Parental involvement in schooling is currently advocated by both education policy and theorists in the UK as a solution to 'falling' educational standards. However, this parental involvement is presented as ungendered, with no recognition that the work required of mothers by schools is difficult to do under conditions of sole supporting mothering and low income. This article offers a way of conceptualising lone mothers' understandings of their in…
Citizenship rights and women's roles in development in post-conflict Nepal
Despite human rights abuses, the ten-year conflict in Nepal brought aspects of empowerment to women, changing their role in the family and community, as women became active outside the home, challenged the security forces, and began to assert their rights as citizens. Drawing on a research project into the participation of women in community development projects in three areas of Nepal, the present article examines how far development agencies in…
Changing the Culture? A Feminist Academic Activist Critique
The Universities UK (UUK) Taskforce report, Changing the Culture , has been seen as a turning point in U.K. universities' responses to gender-based violence (GBV). Institutional changes have occurred as a response to grassroots feminist activism and resistance to GBV, focusing on sexual violence, harassment, and "lad culture" in universities. This article will argue that the neoliberal marketization of higher education, concurrent with the persis…
Grassroots responses to violence against women and girls in post-earthquake Nepal: Lessons from the field
Violence against women and girls (VAWG), including sexual violence, can increase after natural disasters. This article provides evidence from Nepal, a country where progress has been made on gender equality but VAWG remains an endemic problem. Research since the earthquakes involving women activists and non-government organisations indicates the continuing challenges facing disaster response efforts to prevent VAWG and protect women. Women and gi…
Love Island and Relationship Education
The rise of reality TV programmes focussing on relationships and the search for "love" has focussed media attention on the portrayal of healthy relationships, gender roles, and intimate partner abuse (IPVA). Love Island, a UK reality TV programme, was watched in 2019 by over 3 million viewers, a majority of whom are young women aged 16-34, though a younger teenage demographic also watch. Many of these younger viewers may be learning about what he…
Scrimping, saving and schooling: Lone mothers and 'choice' in education
The growth of market forces and the rhetoric of 'choice' in education ignores economic and cultural differences between parents, especially the implications for lone mothers on low incomes, by assuming everyone has equal access to resources. Social, economic and education policies com bine to constrain and limit the involvement and 'choice' lone mothers have in their children's education. This article explores some of the struc tural and moral co…
The disconnection between policy practices and women's lived experiences: Combining work and life in the UK and the Netherlands
Combining work and family life is central to women‘s participation in the labour market. Work-life balance has been a key objective of UK and Dutch policy since the 1990s but policies created at the national level do not always connect with the day to day experiences of women juggling caring and domestic responsibilities with paid work. Using qualitative data from a European Social Fund Objective 3 project the paper explores women‘s lived realiti…
Reasserting Fathers' Rights? Parental Responsibility and Involvement in Education and Lone Mother Families in the UK
My grandfather broke all traditional norms by sending both his daughters to school’: Lessons from ‘inspirational’ women in Nepal
This article focuses on the key lessons learnt from interviewing 33 women in Nepal. It examines the importance of the support of parents and the extended family in enabling girls to both enter, and proceed, in education at all levels. It also highlights the work of Global Action Nepal in promoting gender and child-friendly schools. The findings discussed here highlight the need for inter-generational and family support, both mother and fathers as…
Feminisms in Education: An Introduction
Scrimping, saving and schooling: Lone mothers and 'choice' in education
The growth of market forces and the rhetoric of 'choice' in education ignores economic and cultural differences between parents, especially the implications for lone mothers on low incomes, by assuming everyone has equal access to resources. Social, economic and education policies com bine to constrain and limit the involvement and 'choice' lone mothers have in their children's education. This article explores some of the struc tural and moral co…
Reasserting Fathers' Rights? Parental Responsibility and Involvement in Education and Lone Mother Families in the UK
Lone Mothers' Involvement in their Children's Schooling: Towards a new typology of maternal involvement
Parental involvement in schooling is currently advocated by both education policy and theorists in the UK as a solution to 'falling' educational standards. However, this parental involvement is presented as ungendered, with no recognition that the work required of mothers by schools is difficult to do under conditions of sole supporting mothering and low income. This article offers a way of conceptualising lone mothers' understandings of their in…
Lone Mothers and 'Parental' Involvement: A Contradiction in Policy
At the same time as the number of lone mother families has been increasing, education policy has demanded more involvement in children's schooling from 'parents' (i.e., mothers). Social policy in this area is inherently contradictory, encouraging lone mothers into paid employment on the one hand, whilst imploring mothers to 'help' in (and out of) the classroom on the other. Whilst lone mothers become scapegoats for all societal ills, parental inv…
The disconnection between policy practices and women's lived experiences: Combining work and life in the UK and the Netherlands
Combining work and family life is central to women‘s participation in the labour market. Work-life balance has been a key objective of UK and Dutch policy since the 1990s but policies created at the national level do not always connect with the day to day experiences of women juggling caring and domestic responsibilities with paid work. Using qualitative data from a European Social Fund Objective 3 project the paper explores women‘s lived realiti…
Citizenship rights and women's roles in development in post-conflict Nepal
Despite human rights abuses, the ten-year conflict in Nepal brought aspects of empowerment to women, changing their role in the family and community, as women became active outside the home, challenged the security forces, and began to assert their rights as citizens. Drawing on a research project into the participation of women in community development projects in three areas of Nepal, the present article examines how far development agencies in…
Caught in the Cross Fire: Children’s Right to Education During Conflict — The Case of Nepal 1996–2006
The article focuses on the impact on children, schools and education during the 10 year conflict in Nepal and raises questions for further research on schooling in the post‐conflict era. The article is based on research undertaken as part of a British Council funded Higher Education Link. Focus group discussions and interviews were conducted with school children, parents, teachers and community leaders between 2004 and 2006 and draws on informal …
Mothers and work-life balance: Exploring the Contradictions and Complexities Involved in Work-Family Negotiation
This article presents data from a project exploring women's experiences of work and care. It focuses primarily on work-life balance as a problematic concept. Social and economic transformations across advanced post-industrial economies have resulted in concerns about how individuals manage their lives across the two spheres of work and family and achieve a work-life balance. Governments across the European Union have introduced various measures t…
My grandfather broke all traditional norms by sending both his daughters to school’: Lessons from ‘inspirational’ women in Nepal
This article focuses on the key lessons learnt from interviewing 33 women in Nepal. It examines the importance of the support of parents and the extended family in enabling girls to both enter, and proceed, in education at all levels. It also highlights the work of Global Action Nepal in promoting gender and child-friendly schools. The findings discussed here highlight the need for inter-generational and family support, both mother and fathers as…
Grassroots responses to violence against women and girls in post-earthquake Nepal: Lessons from the field
Violence against women and girls (VAWG), including sexual violence, can increase after natural disasters. This article provides evidence from Nepal, a country where progress has been made on gender equality but VAWG remains an endemic problem. Research since the earthquakes involving women activists and non-government organisations indicates the continuing challenges facing disaster response efforts to prevent VAWG and protect women. Women and gi…
It's breaking quite big social taboos’ violence against women and girls and self-defense training in Nepal
Changing the Culture? A Feminist Academic Activist Critique
The Universities UK (UUK) Taskforce report, Changing the Culture , has been seen as a turning point in U.K. universities' responses to gender-based violence (GBV). Institutional changes have occurred as a response to grassroots feminist activism and resistance to GBV, focusing on sexual violence, harassment, and "lad culture" in universities. This article will argue that the neoliberal marketization of higher education, concurrent with the persis…
Love Island and Relationship Education
The rise of reality TV programmes focussing on relationships and the search for "love" has focussed media attention on the portrayal of healthy relationships, gender roles, and intimate partner abuse (IPVA). Love Island, a UK reality TV programme, was watched in 2019 by over 3 million viewers, a majority of whom are young women aged 16-34, though a younger teenage demographic also watch. Many of these younger viewers may be learning about what he…
Political science (13 works) · Sociology (13 works) · Gender Studies (9 works) · Gender Studies (9 works) · Law (8 works) · Law (8 works) · Psychology (7 works) · Engineering (4 works) · Politics (4 works) · Work (physics (4 works)