Teaching for Gender Justice
Author(s)
Keddie, Amanda
Mills, Martin
Griffith University Author(s)
Year published
2007
Metadata
Show full item recordAbstract
Since the mid 1990s 'boys' as an equity concern have come to dominate the gender and education agenda in many countries. This has been particularly the case in Australia where substantial funding has been invested in research to investigate boys' issues, into a federal parliamentary inquiry into boys' education and into schools that have a particular focus on improving boys' education. The discourses that work to construct boys as an equity concern have had differing impacts upon teachers' philosophies and practices in relation to boys' education. In this paper we locate two teacher stories within the context of broader ...
View more >Since the mid 1990s 'boys' as an equity concern have come to dominate the gender and education agenda in many countries. This has been particularly the case in Australia where substantial funding has been invested in research to investigate boys' issues, into a federal parliamentary inquiry into boys' education and into schools that have a particular focus on improving boys' education. The discourses that work to construct boys as an equity concern have had differing impacts upon teachers' philosophies and practices in relation to boys' education. In this paper we locate two teacher stories within the context of broader gender equity discourses in Australia. Against a backdrop that attempts to articulate the primary concerns of two secondary teachers in relation to effectively teaching boys, the stories explore implications for gender justice that can be associated with, on the one hand, an affirmative approach, and on the other, a transformative approach to issues of boys and schooling.
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View more >Since the mid 1990s 'boys' as an equity concern have come to dominate the gender and education agenda in many countries. This has been particularly the case in Australia where substantial funding has been invested in research to investigate boys' issues, into a federal parliamentary inquiry into boys' education and into schools that have a particular focus on improving boys' education. The discourses that work to construct boys as an equity concern have had differing impacts upon teachers' philosophies and practices in relation to boys' education. In this paper we locate two teacher stories within the context of broader gender equity discourses in Australia. Against a backdrop that attempts to articulate the primary concerns of two secondary teachers in relation to effectively teaching boys, the stories explore implications for gender justice that can be associated with, on the one hand, an affirmative approach, and on the other, a transformative approach to issues of boys and schooling.
View less >
Journal Title
Australian Journal of Education
Volume
51
Issue
2
Publisher URI
Subject
Education not elsewhere classified
Education