Feminist Critique of Education

Fifteen Years of Gender Development
Erscheinungsjahr 2005
ISBN: 978-0-415-36391-4
Verlag: Routledge

Buch, Englisch, 348 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 687 g

Reihe: Education Heritage

This book provides a valuable route map to the development of thinking in gender and education over the last fifteen years. It includes over thirty-five seminal articles from the journal Gender and Education, written by many of the leading authors in the field from the UK, the USA, Australia and Europe.

Compiled by the current editors of the journal to show the development of the field, the book is divided into six sections:

* Gender Identities
* Theory and Method
* Policy and Management
* Sexuality
* Ethnicity
* Social Class.

The specially written introduction by the editors contextualises the selection and introduces students to the main issues and current thinking in the field. Available in one easy-to-access place, this authoritative reference book provides a collection of articles that have lead the field. It should find a place in every library and on every departmental bookshelf.

Autoren/Hrsg.

Skelton, Christine

Francis, Becky

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Feminismus, Feministische Theorie
• Interdisziplinäres Wissenschaften Wissenschaft und Gesellschaft | Kulturwissenschaften Feministische Perspektiven in den Wissenschaften
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Gender Studies, Geschlechtersoziologie

Inhaltsverzeichnis

Part 1: Gender Identities 1. Pupils, Resistance and Gender Codes: A Study of Classroom Encounters 2. ‘Girlies on the Warpath’: Addressing Gender in Initial Teacher Education 3. Masculinity, Violence and Schooling: Challenging ‘Poisonous Pedagogies’ 4. Feminism and Research into Masculinities and Schooling 5. ‘Spice Girls, Nice Girls, Girlies and Tomboys’: Gender Discourses, Girls’ Cultures and Femininities in the Primary Classroom 6. Reproducing Traditional Femininities?: The Social Relations of ‘Special Educational Needs’ in a Girls’ Comprehensive School 7. Joining the Club?: Academia and Working-Class Femininities Part 2: Theoretical Debate 8. Teaching Post-Structuralist Feminist Theory in Education: Student Resistance 9. The Subject of Post-Structuralism: A Reply to Alison Jones 10. Modernist Reductionism or Post-Structuralist Relativism: Can We Move On?: An Evaluation of the Arguments in Relation to Feminist Educational Research 11. Beyond the Post-Structuralist Modern Impasse: The Woman Returner as ‘Exile’ and ‘Nomad’ Part 3: Education Policy and Management 12. Equal Opportunities: Rhetoric or Action 13. Voice, Harmony, and Fugue in Global Feminism 14. Making a Difference: Women in Management in Australian and Canadian Faculties of Education 15. Consumerism and Gender in an Era of School Choice: A Look at US Charter Schools 16. Death to Critique and Dissent?: The Policies and Practices of New Managerialism and of Evidence-Based Practice Part 4: History 17. A Lost Dimension?: The Political Education of Women in the Suffragette Movement in Edwardian Britain 18. To ‘Blasise the Trail for Women to Follow Along’: Sex, Gender and the Politics of Education on the London School Board, 1870-1904 Part 5: Sexuality 19. Teachers and Issues of Sexual Orientation 20. Walking Through Walls: The Sexual Harassment of High School Girls 21. Boyz’ Own Stories: Masculinities and Sexualities in Schools (1) Part 6: Ethnicity 22. Modern Traditions?: British Muslim Women and Academic Achievement 23. Theorising Inner-City Masculinities: Race, Class, Gender and Education Part 7: Social Class 24. Shaun’s Story: Troubling Discourses of White Working-Class Masculinities 25. Uneasy Hybrids: Psychosocial Aspects of Becoming Educationally Successful for Working-Class Young Women

Über Autor(innen)

Christine Skelton is Professor of Education at Roehampton University,
Becky Francis is Reader in Education at London Metropolitan University.