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dc.contributor.authorKeddie, Amandaen_US
dc.contributor.authorMills, Martinen_US
dc.date.accessioned2017-05-03T11:47:32Z
dc.date.available2017-05-03T11:47:32Z
dc.date.issued2007en_US
dc.date.modified2010-02-23T06:21:41Z
dc.identifier.issn00049441en_US
dc.identifier.urihttp://hdl.handle.net/10072/28875
dc.description.abstractSince 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Council for Educational Researchen_US
dc.publisher.placeMelbourne, Australiaen_US
dc.publisher.urihttp://www.acer.edu.au/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom205en_US
dc.relation.ispartofpageto219en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAustralian Journal of Educationen_US
dc.relation.ispartofvolume51en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleTeaching for Gender Justiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2007
gro.hasfulltextNo Full Text


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