Although there has been significant academic interest in the complex relationship between gender and migration, the relevant literature often focuses on women as victims of trafficking, sexism and racism in the host and sending societies. This article discusses instead the question of gender and migration as an open field of contestation within which transitory and incomplete identities are performed. Based on a series of focus group discussions with Albanian women working in the domestic sector in Athens, the article documents the (...) emergence of a discourse of `becoming masculine' while performing typically `feminine tasks'. Drawing from Judith Butler's theoretical challenge to subject formation, the analysis traces the development of gender relations within discourse. While Albanian women are doubly disadvantaged in the mind—body relationship, they gradually come to perform roles that redefine the space of domesticity where the limits between men/women, private/public and migrants/nationals lie. (shrink)

This paper aims to explain how semiotics and constructivism can collaborate in an educational epistemology by developing a joint approach to prescientific conceptions. Empirical data and findings of constructivist research are interpreted in the light of Peirce’s semiotics. Peirce’s semiotics is an anti-psychologistic logic and relational logic. Constructivism was traditionally developed within psychology and sociology and, therefore, some incompatibilities can be expected between these two schools. While acknowledging the differences, we explain that constructivism and semiotics share the assumption of realism (...) that knowledge can only be developed upon knowledge and, therefore, an epistemological collaboration is possible. The semiotic analysis performed confirms the constructivist results and provides a further insight into the teacher-student relation. Like the constructivist approach, Peirce’s doctrine of agapism infers that the personal dimension of teaching must not be ignored. Thus, we argue for the importance of genuine sympathy in teaching attitudes. More broadly, the article also contributes to the development of postmodern humanities. At the end of the modern age, the humanities are passing through a critical period of transformation. There is a growing interest in semiotics and semiotic philosophy in many areas of the humanities. Such a case, on which we draw, is the development of a theoretical semiotic approach to education, namely edusemiotics. (shrink)