Uppeldi og menntun - 01.01.2001, Side 43

Uppeldi og menntun - 01.01.2001, Side 43
GUÐNY GUÐBJORNSDOTTIR Fraser, N. (1989). Unruly practiccs: Pcrwer, discourse and gender in conteinporary social theory. Cambridge (Englandi): Polity Press. Gee, James Paul (1999). An lntroduction to Discourse Analysis. Theory and Method. London og New York: Routledge. Goffe, Robert og Jones, Gareth (2000). Why should Anyone Be Led byYou? Harvard Busitiess Review, September-October, 63-70. Goleman, D. (1997). Emotional Intelligence. New York: Bantam Books. Grogan, Margaret (2000). Laying the Groundwork for a Reconception of the Superin- tendency From Feminist Postmodem Perspectives. Educational Administration Qu- arterly, 36, (1), 117-142. Guðný Guðbjömsdóttir (1994). Sjálfsmyndir og kynferði. I Fléttur, rit Rannsóknastofu í kvennafræðum, 1,135-202. Reykjavík: Háskólaútgáfan. Guðný Guðbjömsdóttir (1997). Kynferði og stjómun menntamála í kvennafræðilegu Ijósi. I Helga Kress and Rannveig Traustadóttir (ritstj.) ísleitskar kvennarannsókitir. Reykjavík: Háskólaútgáfan, 179-187. Haraway, Donna (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. f Feminist Studies 14(3): 575-599. Hekman, Susan (1997). Tmth and Method: Feminist Standpoint Theory Revisited. Signs: Joumal of Women in Culture and Society, 22,(2), 341-366. Ingólfur Á. Jóhannesson og Sigurjón Mýrdal (1999). 'l’he Case of Iceland. í Lindblad, S. og Popkewitz, T.S. (ritstj.). Education Govemance and Social Integration and Exclusion: National Cases of Educational Systems and Receitt Reforms. Uppsala: Departmeitt of Ed- ucation, Uppsala University. Kelly, U. (1993). Marketing Place, Cultural Politics, Regiottalism attd Reading. Halifax: Femwood Publishing. Knapp, A. (2000). More power to argument. Feminist Theory, 1, (2), 207-223. Konur og karlar 1997. Reykjavík: Hagstofa íslands. Krúger, Meta (1996). Gender Issues in School Headship: quality versus power. European Journal of Education, 31, (4), 47-461. Kriiger, Meta (1999). Gender differences in school principalship: prejudices and facts. í Bolam, Raymond og Fons van Wieringen (Ritstj.) Research on Educatioital Management in Europe. New York, Munchen: Waxmann Múnster, 157-175. Lyotard, Jean-Francois (1984). Tlie Postmodem Condition: A Report on Knowledge. Minnea- polis: University of Minnesota Press. Martin, Jane Roland (1985). Reclaiming a Conversation. Tlteldeal ofthe Educated Woman. New Haven og London: Yale University Press. Neave, G. (1988). Education and social policy: demise of an ethic or a change of values? Jo- umal of Educational Policy, 14,273-283. Ólafur Rastrick (1995). Inngangur. Baldvin Einarsson. Uppeldið varðar mestu. Úr Ármatmi á Alþingi. Reykjavík: Rannsóknarstofnun Kennaraháskóla íslands, 9-29. Ozga, J. (ritstj.) (1993). Women in educational management. Buckingham: Open University Press. Perriton, L. (1999). The Provocative and Evocative Gaze upon Wornen in Management Development. Genderand Education, 11, (3), 295-307. 41
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