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Shaping Natural History and Settler Society

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Book Series: Cambridge Imperial and Post-Colonial Studies Series ISBN: 9783030226398 Year: Pages: 360 DOI: 10.1007/978-3-030-22639-8 Language: English
Publisher: Springer Nature
Subject: History --- Migration --- Gender Studies --- Science (General)
Added to DOAB on : 2020-02-04 11:21:07
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This book explores the life and work of Mary Elizabeth Barber, a British-born settler scientist who lived in the Cape during the nineteenth century. It provides a lens into a range of subjects within the history of knowledge and science, gender and social history, postcolonial, critical heritage and archival studies. The book examines the international importance of the life and works of a marginalized scientist, the instrumentalisation of science to settlers' political concerns and reveals the pivotal but largely silenced contribution of indigenous African experts. Including a variety of material, visual and textual sources, this study explores how these artefacts are archived and displayed in museums and critically analyses their content and silences. The book traces Barber’s legacy across three continents in collections and archives, offering insights into the politics of memory and history-making. At the same time, it forges a nuanced argument, incorporating study of the North and South, the history of science and social history, and the past and the present.

Gender Differences in Computer and Information Literacy

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Book Series: IEA Research for Education ISBN: 9783030262037 Year: Pages: 73 DOI: 10.1007/978-3-030-26203-7 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2020-02-05 11:21:18

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This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.

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