Feminism And The Schooling Scandal

Feminism and ‘The Schooling Scandal’ brings together feminist contributions from two generations of educational researchers, evaluating and celebrating the field of gender and education. The focus throughout is on the years of compulsory schooling, examining key concepts in gender and education identified and developed by international thinkers in educational feminism. Topics covered include: social class, ethnicity and sexuality in relation to experiences in school; theories and methodologies for understanding gender; pedagogy and practice in education; and the direction of educational policy and the ‘problem of boys’. Providing a comprehensive overview of contemporary research and theory emerging from ‘second wave’ feminism and assessing their impact on pupils and teachers in today’s schools and classrooms, this book forms essential reading for anyone studying gender and education.

Brings together feminist contributions from two generations of educational researchers to provide a comprehensive overview of contemporary research and theory emerging from ‘second wave’ feminism and assesses their impact on pupils and teachers in today’s schools and classrooms.

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.

Answering Back exposes the volatility of gender reform in many different schools and classrooms. It tells stories in close up and from below, allowing everyone to talk: anxious boys, naughty girls, cantankerous teachers, pontificating principals and feisty feminists. This book challenges many sacred ideas about gender reform in schools and will surprise and unsettle teachers and researchers. It draws on a deep knowledge of gender issues in schools and of feminist theories, policies and practices. It is compelling and provocative reading at the leading edge.

This anthology includes some of the most important and influential essays in feminist education theory since the late 70s. Contributors are drawn from traditional liberal feminists, radical postmodern theorists, and those with psychological, philosophical and political agendas.

Feminists have often called Women's Studies the 'academic arm of the women's movement.' But Daphne Patai and Noretta Koertge charge that the attempt to make Women's Studies serve a political agenda has led to deeply problematic results: dubious scholarship, pedagogical practices that resemble indoctrination more than education, and the alienation of countless potential supporters. In this new and expanded edition of their controversial 1994 book, the authors update their analysis of what's gone wrong with Women's Studies programs. Original chapters feature interviews with professors, students, and staffers who invested much time and effort in Women's Studies, and new chapters look primarily at documents recently generated from within Women's Studies itself. Through critiques of actual program mission statements, course descriptions, newsletters, and e-mail lists devoted to feminist pedagogy and Women's Studies, and, not least, the writings of well-known feminist scholars, Patai and Koertge provide a detailed and devastating examination of the routine practices found in feminist teaching and research.

Using feminist post-structuralist and Foucaldian frameworks, this book explores and critiques how educational discourses have directly contributed to post-feminist notions about female power and success.