By C. Skelton
This publication offers a worthwhile path map to the improvement of considering in gender and schooling during the last fifteen years. It comprises over thirty-five seminal articles from the magazine Gender and schooling, written via some of the major authors within the box from the united kingdom, the us, Australia and Europe. Compiled through the present editors of the magazine to teach the improvement of the sector, the booklet is split into six sections: * Gender Identities * thought and approach * coverage and administration * Sexuality * Ethnicity * Social category. The specifically written advent by means of the editors contextualises the choice and introduces scholars to the most concerns and present pondering within the box. to be had in a single easy-to-access position, this authoritative reference booklet presents a suite of articles that experience lead the sphere. it may discover a position in each library and on each departmental bookshelf.
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Additional resources for A Feminist Critique of Education (Education Heritage Series)
Grace (eds), Teachers: the Culture and Politics of Work (Lewes, Falmer Press). W. W. (1985) ‘Gender relations in secondary schooling’, Sociology of Education, 5: 34–48. Laird, S. ’, Harvard Educational Review, 58: 449–463. McLaren, P. (1989) Life in Schools: an Introduction to Critical Pedagogy in the Foundations of Education (New York, Longman). McNamara, D. P. F. Wideen (eds), Research in Teacher Education (Lewes, Falmer Press). Maher, F. and Rathbone, C. (1986) ‘Teacher education and feminist theory: some implications for practice’, American Journal of Education, 94: 214–235.
Interestingly, girls who were less likely to challenge teachers’ authority in the classroom were much more likely to be offering radical resistance to established gender relations. Catherine Thomas, for instance, a working-class Greenhill pupil, was determined to gain access to areas of work and leisure restricted to males, and was actively critical of traditional female spheres of activity. Although she said she loved ‘making havoc in a class where the teacher was really pathetic’, she also believed in ‘work time and playingin time’.
SHEILA RIDDELL 23 In this paper, then, analysis of particular incidents in the classroom has been used to illustrate the way in which male social dominance was achieved. Teacher coping strategies, based on their typifications of male and female pupils, were identified as a central means by which traditional constructions of masculinity and femininity were conveyed to pupils. Pupils’ resistance to schooling was often based on the manipulation of these gender codes, either by adopting them in an exaggerated form or, in the case of some girls, by assuming modes of behaviour normally associated with boys.