Literaturnachweis - Detailanzeige
| Autor/in | Wolfe, Melissa Joy |
|---|---|
| Titel | Erasures of Gender In/Equity in Australian Schooling: 'The Program Is Not about Turning Boys into Girls' |
| Quelle | In: Gender and Education, 34 (2022) 8, S.1041-1057 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wolfe, Melissa Joy) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0954-0253 |
| DOI | 10.1080/09540253.2022.2094349 |
| Schlagwörter | Foreign Countries; Gender Bias; Sex Fairness; LGBTQ People; Social Bias; Feminism; Racism; Equal Education; Womens Education; Females; School Safety; Masculinity; Educational Policy; Educational Environment; Australia |
| Abstract | This paper is a making, a cartography that maps gender equity policy in Australian education. I suggest that entrenched reductive sexist, racist, homo/transphobic and misogynistic practices have not significantly shifted materially since the implementation of inaugural gender equity programs in the 1970s, despite the investment of much money, research and purported policy changes. My cartography intentionally draws attention to how policy material impacts precarious bodies in education; those that remain firmly classified as girls and the intersecting disadvantages of students who identify as Black, Indigenous, people of color (BIPOC), gender diverse, and Lesbian, Gay, Bisexual, Transexual, Queer, Intersex (LGBTQI+). I propose that gender in/equity that continues to flourish in our schools is a consequence of an ongoing patriarchal heteronormative education policy that has efficiently removed gender from the equity equation. At present gender, inequity is hidden in plain sight and gender and sex-based violence and harassment remain rife in schools, covertly entangled in practices and processes. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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