By Jill Blackmore
Answering again exposes the volatility of gender reform in lots of assorted faculties and study rooms. It tells tales in pack up and from less than, permitting every person to speak: apprehensive boys, naughty women, cantankerous academics, pontificating principals and feisty feminists. This e-book demanding situations many sacred principles approximately gender reform in faculties and may shock and unsettle lecturers and researchers. It attracts on a deep wisdom of gender matters in colleges and of feminist theories, guidelines and practices. it really is compelling and provocative examining on the innovative.
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Additional resources for Answering Back: Girls, Boys, Teachers and Feminism in Schools
Equally, the results of some of their gender reform efforts take schools by surprise, also not always pleasantly. The process of change in schools is always non-linear and messy. Schools do things to proposals for change that may seem puzzling unless understood in the context of the politics of the institution and of the field of education more generally. Gender reform is no different in this sense, except to the extent that its proposals for change often touch raw nerves at the institutional, group and individual levels.
In something of a role reversal, Ted suggests that, ‘some of the kids that I teach are very aware of what can be classed as sexist comments and keep me on my toes. ’ Stereotyping in the media is part of the lower school English curriculum, says Beth: We talk about stereotyping in advertising—male and female roles as portrayed through the advertisements—and look at the changing role of men and women in advertisements because of the changing role of men and women in society. According to Ted, the teacher ‘tends to take a devil’s advocate role’ in the ensuing discussions although, given his previous comment, it isn’t clear what this might mean.
But they loved that and the boys thought it was a big laugh. [Sally] But it wasn’t simply a laugh. It was part of a much broader agenda within the physical education department and the school more generally. As part of its Girls in Physical Activity Action Plan, the school requires all students to participate in four periods of physical education (physical education) each week and offers some single-sex electives. The thinking that led to these decisions was stimulated by the EO officer, Alan, who noted that sport had a high profile within the local community, with most social life centring on it.
Answering Back: Girls, Boys, Teachers and Feminism in Schools by Jill Blackmore