Download Educating the Other: Gender, Power and Schooling (Master by Dr Car Paechter PDF

By Dr Car Paechter

Regardless of advancements in women' relative educational good fortune on the college leaving point, and regardless of feedback within the press that boys are actually the underachievers, ladies stay second-class voters in schooling and past. This booklet goals to teach how and why ladies' schooling is still subordinated to that of the boys', and to illustrate how this research can be utilized as a foundation for investigating the location of alternative subordinated teams - corresponding to teenagers from reduce socio-economic teams, ethnic minorities, or people with particular academic wishes. by means of targeting what distinguishes the 'normal' from the 'other' says the writer, we will be able to start to name the traditional into query and problem the tips and assumptions of our academic procedure.

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Additional resources for Educating the Other: Gender, Power and Schooling (Master Classes in Education Series)

Example text

This distinction provides mutually exclusive ways of being male or female; persons or behaviour that do not conform to these (for example someone assigned at birth as male but who subsequently develops a female gender identity) are regarded as problematic. Much of the discussion in this chapter is going to focus on such ‘problem cases’ which do not conform to our naturalized ideas of what constitutes maleness and femaleness, masculinity and femininity. Such cases are interesting because they highlight certain features of our taken for granted assumptions and call their presumed naturalness into question (Kessler and McKenna, 1978).

It has been argued (for example, by Brown (1994) and Woolf (1938)) that there are some advantages in the position of Other, in that it allows a clearer vision of social interaction. While there is evidence that this is indeed the case, I would argue that such clarity of vision is outweighed by the disadvantages of Otherness. g. Gamman, 1988; Young, 1988) that the gaze is no longer exclusively that of male upon female. I would contend, however, that despite some sites of resistance, the objectifying gaze remains predominantly masculine in nature.

This improvement of females relative to males has not, however, been at the expense of male performance; both groups considerably improved their percentages of A-C grades in particular between 1975 and 1995 (Department for Education and Employment, 1996). Reporting the results in terms of A-C grades, however, may mask other differences, however, as becomes clear when we examine what happens after compulsory schooling has finished, particularly at A level. , 1997). Furthermore, boys gain more top grades (Murphy and Elwood, 1997).

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