Gender in the secondary curriculum : balancing the books / edited by Ann Clark and Elaine Millard.
Material type:
TextPublication details: London ; New York : Routledge, 1998.Description: xiii, 259 p. : ill. ; 24 cmISBN: - 0415167019
- 0415167027 (pbk.)
- Sex differences in education -- Great Britain
- Education, Secondary -- Great Britain -- Curricula
- Feminism and education -- Great Britain
- Educational equalization -- Great Britain
- Feminism and education -- Great Britain
- Educational equalization -- Great Britain
- Sex differences in education -- Great Britain
- Education, Secondary -- Great Britain -- Curricula
- 373.011 CLA
| Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|
| Standard Loan | LSAD Library Main Collection | 373.011 CLA (Browse shelf(Opens below)) | 1 | Available | 39002000198581 |
Enhanced descriptions from Syndetics:
The 'gender gap' in GCSE results continues to be of prime concern, and there is now a real need for knowledge about how teachers can address this gap. In this volume, a team of contributors considers the gender issues particular to each subject of the secondary curriculum. They discuss effective strategies supported by their research and practice, and offer some ways forward for teachers.
The book begins with an overview of contemporary social and cultural approaches to schooling and gender, focusing particularly on the contribution of feminist scholars to the debate. It further examines key aspects of the secondary school curriculum and the implications for learners of their gendered identity. The final section moves beyond the classroom to discuss the influence of current theoretical perspectives on the complex inter-relationship between the curriculum and young peoples' gendered identities, and its implications for their future development.
In discussing the character of boys' and girls' achievements in a range of school subjects, the authors seek to 'balance the books' by debating the different, if sometimes competing needs of both boys and girls.
Includes bibliographical references and index.
Table of contents provided by Syndetics
- Introduction (p. 1)
- Part I The Gendered Curriculum (p. 9)
- 1 Taking Risks or Playing Safe (p. 11)
- 2 Resistant Boys and Modern Languages (p. 27)
- 3 Balancing the Books (p. 43)
- 4 Science Education for All? (p. 60)
- 5 Whose Turn Next? (p. 80)
- 6 Eclipsed by Eton Fields? (p. 96)
- 7 Shifting the Goalposts (p. 107)
- 8 'that Spark from Heaven' or 'Of the Earth' (p. 131)
- 9 Action, Embodiment and Gender in the Design and Technology Classroom (p. 145)
- Part II Gendered Choices Post-16 (p. 163)
- 10 The Gendered Landscape of Post-Compulsory Routes (p. 165)
- 11 'Equal Opportunities' Within the Post-Compulsory Sector (p. 176)
- Part III Gendered Schooling and Differential Achievement (p. 193)
- 12 Making Sense of the 'Gender Gap' in Examinations at Gcse (p. 195)
- 13 Gendered Relations Beyond the Curriculum (p. 213)
- 14 Gender and Underachievement (p. 226)
- Endnote Balancing the Books: Towards a More Equitable Curriculum (p. 244)
- Index (p. 254)