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This book examines how young people and those who work with them think, feel, experience and represent gender in Australian secondary schools. In the Australian Capital Territory and New South Wales, the authors engaged with culturally diverse recent school leavers across all sectors of schooling, in focus groups, interviews and a series of arts-based workshops. The findings provide important evidence of the need for a more sustained and coherent commitment from all levels of government as well as within schools to pursuing gender justice if young people are to flourish and exit their schooling equipped to participate in a democratic, inclusive and equitable society. The book will appeal to students and academics who are interested in teacher education and the sociology of gender, as well as teachers and policymakers who are keen to better understand the complexities and necessities of pursuing gender justice in schools.
List of contents
Chapter 1: Why gender now?.- Chapter 2: Politicising gender: Public scandals and private subversions.- Chapter 3: Regulating gender: Pedagogy, curriculum and schooling practices.- Chapter 4: Challenging gender: Moving beyond binaries.- Chapter 5: Spatialising gender: Safe and unsafe spaces and places in and out of schools.- Chapter 6: Crafting Gender: Creative in(ter)ventions.- Chapter 7: Generation gender: young people navigating gender politics and challenging inequalities.- Chapter 8: Reframing gender and schooling.
About the author
Susanne Gannon
is Professor in the School of Education at Western Sydney University, Australia.
Kerry H. Robinson
is Professor in the School of Social Sciences at Western Sydney University, Australia.
Prue Adams
is a researcher in the School of Education at Western Sydney University, Australia.
Erika K. Smith
is Lecturer in the School of Social Sciences at Western Sydney University, Australia.
Summary
This book examines how young people and those who work with them think, feel, experience and represent gender in Australian secondary schools. In the Australian Capital Territory and New South Wales, the authors engaged with culturally diverse recent school leavers across all sectors of schooling, in focus groups, interviews and a series of arts-based workshops. The findings provide important evidence of the need for a more sustained and coherent commitment from all levels of government as well as within schools to pursuing gender justice if young people are to flourish and exit their schooling equipped to participate in a democratic, inclusive and equitable society. The book will appeal to students and academics who are interested in teacher education and the sociology of gender, as well as teachers and policymakers who are keen to better understand the complexities and necessities of pursuing gender justice in schools.
