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OverviewThese two volumes set out to challenge the traditional power basis of the policy decision makers in education. They contest 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 without any feminist critical glance. These two volumes focus on those areas that have been silenced and identify the tools and theories for dismantling and replacing politics, theories and modes of policy analysis that have created the situation. The chapters illustrate how and why it will open up the area to wider scrutiny and to incorporate critical and feminist lenses and thus create policies to meet the lived realities, needs, aspirations and values of women and girls. Full Product DetailsAuthor: Catherine Marshall Professor of Education, School of Education, University of North Carolina, Chapel Hill, USA.Publisher: Taylor & Francis Ltd Imprint: Routledge Falmer Volume: No 39 Weight: 1.520kg ISBN: 9780750707107ISBN 10: 0750707100 Pages: 496 Publication Date: 11 March 1997 Audience: College/higher education , Professional and scholarly , Undergraduate , Postgraduate, Research & Scholarly Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsVolume 1. Part 1: What happens when feminism is an agenda of the State? feminist theory and the case of education policy in Australia, L. Yates; gender policies in American education - reflections of federal legislation and action, N. Stromquist; gender and the reports - the case of the missing pieces, L. Weis; feminist approaches to gender equality and schooling in the 1990s, M. David and M. Arnot. Part 2: the politics of evading gender in teacher education - in pursuit of new practices and policies, S. Hollingsworth; discourses of computing confidence, evaluation and gender - the case of computer use in the primary classroom, P. Singh; decentering silences/troubling/irony - a feminist postmodern approach to policy analysis, W. Pillow; tales from an annoying, black girl trapped in a white girl's body, who acts like a boy - gender adolescence and schooling, N. Adams. Part 3: feminist anlaysis of sexual harrassment policy - a critique of the ideal of community, J. Laible; transforming Western science - lessons from feminist scholarship, L. Parker. Volume 2. Part 1: women managing for diversity in a postmodern world, R. Deem and J. Ozga; making the People's University in South Africa, M. Walker; affirmative action and the status of women in the academy, J. Glazer; legitimacy maintenance - the politics of women's studies, C. Marshall and J. O'Barr. Part 2: lesbian existance and the challenge to normative constructions of the Academy, E. Bensimon; Emotional Work In A Chilly Climate, S. Acker And G. Feuerverger; new piece on women in math in universities, S. Frances. Part 3: Mother's School with feminist philosophy in Netherlands, Ter Dam; feminist pedagogy and the politics of authority, power and desire - educational theory, C. Luke; teaching to trangress - education as the practice of freedom, B. Hooks; from margin to marginality - a feminist in a PE classroom, R. Lock.ReviewsAuthor InformationTab Content 6Author Website:Countries AvailableAll regions |
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