We live in a world that is stratified along lines of gender, race, ethnicity, class, age, disability, sexuality and location, and in which privileges, disadvantages and exclusions are increasingly immersed by media, information and communication technologies. (Gill 2007) In many ways, the last four decades of research in feminist media studies has been an attempt to explore the relationship between the two. (Gill 2007)
The aim of the eassay is to review some of the …. The chapter is devided into three broad sections; In the first section I look at … it examines the extend to which these earlier studies have anything to say….
The concept of educational inequity seems to have gone through its own post-structuralist revision. Inequality …show more content…
Securing equal opportunities for the sexes is the main aim of liberal feminism. The intent of liberal feminists in education is to remove barriers that prevent girls reaching their full potential, whether such barriers are located in the school, the individual psyche or socialization, sex roles and sex stereotyping. (Acker 1994)
Girls and boys are most influenced by the family, the school and the media in traditional attitudes and orientations that limit their futures unnecessarily to sex-stereotyped occupational and family roles. (Acker 1994)
“Since the 1960s, ways of theorizing about gender have changed tremendously” (Weiler 2000. p. 22)
For centuries women’s contributions and understandings have been ignored or disparaged, notwithstanding female resistance. Spender wishes to uncover the logic of male dominance; ways in which gatekeeping processes silence women and allow men to dominate decision making in educational and other contexts; and the role of language in controlling the way in which women conceptualize themselves and their world. There are obvious implications here for the school curriculum and also for women teachers’ and girls’ access to power and policy-making within …show more content…
Fuller (1978) interprets (mostly American) research as meaning teachers prefer girls throughout primary school but boys in secondary schools, but Clarricoates (1979) in a British study, finds that although primary teachers do regard boys as difficult to control, they also see them as most rewarding interactions. Most studies suggest boys get more attention, both in terms of praise and punishment.
The sexual politics of everyday life in schools.
Many studies in the gender and education literature imply that teachers play an important role in the preventing of girls’ potential. This influence can happen in a variety of ways; sometimes there is a direct action, such as holding different expectations for the sexes and sometimes the impute is more indirect, part of the school’s ‘gender regime’. (Kessler et al. 1985 cited in Acker 1994)
Curriculum differentiation process within school is important not only because girls are trained in office skills such as word processing, but because they are not trained in allied areas such as computer science or management that might allow them entry into alternative careers.(Acker 1994)
Education authorities have issued policies on
The aim of the eassay is to review some of the …. The chapter is devided into three broad sections; In the first section I look at … it examines the extend to which these earlier studies have anything to say….
The concept of educational inequity seems to have gone through its own post-structuralist revision. Inequality …show more content…
Securing equal opportunities for the sexes is the main aim of liberal feminism. The intent of liberal feminists in education is to remove barriers that prevent girls reaching their full potential, whether such barriers are located in the school, the individual psyche or socialization, sex roles and sex stereotyping. (Acker 1994)
Girls and boys are most influenced by the family, the school and the media in traditional attitudes and orientations that limit their futures unnecessarily to sex-stereotyped occupational and family roles. (Acker 1994)
“Since the 1960s, ways of theorizing about gender have changed tremendously” (Weiler 2000. p. 22)
For centuries women’s contributions and understandings have been ignored or disparaged, notwithstanding female resistance. Spender wishes to uncover the logic of male dominance; ways in which gatekeeping processes silence women and allow men to dominate decision making in educational and other contexts; and the role of language in controlling the way in which women conceptualize themselves and their world. There are obvious implications here for the school curriculum and also for women teachers’ and girls’ access to power and policy-making within …show more content…
Fuller (1978) interprets (mostly American) research as meaning teachers prefer girls throughout primary school but boys in secondary schools, but Clarricoates (1979) in a British study, finds that although primary teachers do regard boys as difficult to control, they also see them as most rewarding interactions. Most studies suggest boys get more attention, both in terms of praise and punishment.
The sexual politics of everyday life in schools.
Many studies in the gender and education literature imply that teachers play an important role in the preventing of girls’ potential. This influence can happen in a variety of ways; sometimes there is a direct action, such as holding different expectations for the sexes and sometimes the impute is more indirect, part of the school’s ‘gender regime’. (Kessler et al. 1985 cited in Acker 1994)
Curriculum differentiation process within school is important not only because girls are trained in office skills such as word processing, but because they are not trained in allied areas such as computer science or management that might allow them entry into alternative careers.(Acker 1994)
Education authorities have issued policies on