By C. Skelton
This publication offers a necessary course 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 by means of some of the major authors within the box from the united kingdom, the us, Australia and Europe. Compiled by means of the present editors of the magazine to teach the improvement of the sector, the publication is split into six sections: * Gender Identities * concept and procedure * coverage and administration * Sexuality * Ethnicity * Social classification. The especially written creation by means of the editors contextualises the choice and introduces scholars to the most matters and present considering 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 sector. it may discover a position in each library and on each departmental bookshelf.
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Extra info for A Feminist Critique of Education (Education Heritage Series)
Gender issues were not a priority on the teacher education course she studied. Conventional images and stereotypes continued to operate at a ‘hidden curriculum’ level, conveying messages to novice teachers which reinforced the status quo. Our task in this paper is to explore why gender issues are given such low key treatment within initial teacher education. We consider how certain features of 26 ‘GIRLIES ON THE WARPATH’ teacher education, and of teaching itself, work against the development of a framework sympathetic to change, both in a broad sense and with regard to initiating a critical gender analysis.
She had recently embarked on a joint project, with a small group of feminist teachers, to develop an assessment schedule for use on teaching practice. The aim was to give more emphasis and thought to the ways gender relations and sexism permeate teaching practice. However, the lecturer concerned was not hopeful that the proposal would gain institutional support. She had already been informed by a male colleague that feminists joining forces did not worry him! These initiatives serve as examples of the work the teacher educators who were interviewed had embarked on.
J. and Whitty, G. (1985) ‘Rebels without a cause? Socialisation and subcultural style among the children of the new middle classes’, Sociology of Education, 58: 60–72. Anyon, J. (1983) ‘Intersections of gender and class: accommodation and resistance by working class and affluent females to contradictory sex-role ideologies’, in S. Walker and L. Barton (eds), Gender, Class and Education (Lewes, Falmer Press). Buswell, C. (1984) ‘Sponsoring and stereotyping in a working class secondary school in the north of England’, in S.