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dc.contributor.authorKeddie, Amandaen_US
dc.date.accessioned2017-05-03T14:50:29Z
dc.date.available2017-05-03T14:50:29Z
dc.date.issued2010en_US
dc.date.modified2011-03-01T08:30:32Z
dc.identifier.issn09540253en_US
dc.identifier.doi10.1080/09540250903289907en_AU
dc.identifier.urihttp://hdl.handle.net/10072/36690
dc.description.abstractThis article presents the stories of two Australian feminist educators, 'Kath' and 'Kim'. Drawn from a small-scale interview-based study, the stories highlight these women's struggles to mobilise progressive spaces within the current boy-focused equity and schooling agenda. Such struggles are located within the new possibilities for feminist intervention enabled by current educational trends in Australia. The stories focus on Kath and Kim's experiences leading the professional development of teachers from several schools in Queensland (Australia) as part of the $19.4 million national initiative, Success for Boys. The article draws on feminist understandings of 'progressive' spaces and highlights the requisite conditions necessary for mobilising such spaces. In particular, Kath and Kim's stories bring to light the powerful role emotions continue to play in both enabling and constraining gender reform and the continued significance of attending to, and working with, such emotions to enhance the pursuit of gender justice in schools.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom353en_US
dc.relation.ispartofpageto368en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalGender and Educationen_US
dc.relation.ispartofvolume22en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.titleFeminist struggles to mobilise progressive spaces within the 'boy-turn' in gender equity and schooling reformen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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