Read e-book online A Feminist Critique of Education (Education Heritage Series) PDF

By C. Skelton

ISBN-10: 020301510X

ISBN-13: 9780203015100

ISBN-10: 0415363918

ISBN-13: 9780415363914

This booklet presents a necessary course map to the advance of pondering 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 a few of the best authors within the box from the united kingdom, the us, Australia and Europe. Compiled by way of the present editors of the magazine to teach the improvement of the sector, the e-book is split into six sections: * Gender Identities * thought and process * coverage and administration * Sexuality * Ethnicity * Social type. The especially written advent by way of the editors contextualises the choice and introduces scholars to the most concerns and present pondering within the box. on hand in a single easy-to-access position, this authoritative reference booklet offers a suite of articles that experience lead the sphere. it's going to discover a position in each library and on each departmental bookshelf.

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Additional resources for A Feminist Critique of Education (Education Heritage Series)

Sample text

Anyon has pointed out that resistance to the ideology of femininity ‘is often a defensive action (no matter how creative) that is aimed not at transforming patriarchal or other social structures, but at gaining a measure of protection within these’. Hargreaves (1982) has pointed to the problem of discriminating between actions which challenge social relations, and those which merely represent a negative response to education. Aggleton and Whitty (1985), in an interesting discussion of middle-class children’s ‘resistance’ to schooling, maintain that a distinction must be made between individualised contestation and effective resistance to prevailing patterns of class and gender relations.

One was told by her head of department that teaching is a sexless occupation and should be preserved as such. Another staff member was more pragmatically informed that 34 ‘GIRLIES ON THE WARPATH’ due to significant competition for time and resources, efforts should be concentrated on the ‘important matters’. One comment from a female teacher educator succinctly summarises these experiences: If we ask for time and space for ourselves we are told there isn’t any. If we ask for commitment to an equal opportunities policy, we are informed that the best we can hope for is 10 minutes at the end of some meeting or other.

Anyon has pointed out that resistance to the ideology of femininity ‘is often a defensive action (no matter how creative) that is aimed not at transforming patriarchal or other social structures, but at gaining a measure of protection within these’. Hargreaves (1982) has pointed to the problem of discriminating between actions which challenge social relations, and those which merely represent a negative response to education. Aggleton and Whitty (1985), in an interesting discussion of middle-class children’s ‘resistance’ to schooling, maintain that a distinction must be made between individualised contestation and effective resistance to prevailing patterns of class and gender relations.

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A Feminist Critique of Education (Education Heritage Series) by C. Skelton


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