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Feminism and ‘The Schooling Scandal’ brings together feminist contributions from two generations of educational researchers, evaluating and celebrating the field of gender and education. The focus throughout is on the years of compulsory schooling, examining key concepts in gender and education identified and developed by international thinkers in educational feminism. Topics covered include: social class, ethnicity and sexuality in relation to experiences in school; theories and methodologies for understanding gender; pedagogy and practice in education; and the direction of educational policy and the ‘problem of boys’. Providing a comprehensive overview of contemporary research and theory emerging from ‘second wave’ feminism and assessing their impact on pupils and teachers in today’s schools and classrooms, this book forms essential reading for anyone studying gender and education.
This book offers an illuminating analysis of the theories, politics, and realities of boys’ education around the world -- an insightful and often disturbing account of various educational systems’ successes and failings in fostering intellectual and social growth in male students. Examining original research on the impact of implementing boys’ education programs in schools, the book also discusses the role of male teachers in educating boys, strategies for aiding marginalized boys in the classroom, and the possibilities for gender reform in schools that begins at the level of pedagogy. Complete with case studies of various classrooms, school districts, and governmental policy programs, the detailed essays collected provide a look into education’s role in the development of masculinities, paying special attention to the ways in which these masculinities intersect with race, class, and sexuality to complicate the experience of boys within and outside of a classroom setting.
Feminist evaluation emphasizes bringing to light the ways that pervasive gender inequality can distort program design, implementation and outcome. The contributors to this volume provide both theoretical underpinnings for a feminist approach to evaluation and show how to apply this theory in the real world. The first three chapters of this volume present background on feminist theory and philosophy and discuss how it can enhance and transform evaluation theory and practice. The following four chapters focus on practice, presenting case studies of feminist evaluation in action in a range of different settings: an adolescent violence protection program, a women¹s substance abuse program, a sexual health program for gay and bisexual men, and in the context of international development programs. These chapters illustrate the variety of approaches possible under the overall heading feminist evaluation. The concluding chapters directly address the question of the legitimacy of an avowedly feminist approach to evaluation and point the way to future developments. Although feminist evaluation is sometimes criticized as being too overtly political, the fact is all evaluation has a political dimension. Evaluations and the programs being evaluated are situated in a particular political environment, and this environment as well as the gender, race, class, ability, and sexual orientation of both evaluators and those they work with have a profound impact on the process of evaluation. Feminist evaluators acknowledge these influences at the outset, and make their stance towards them explicit rather than implicit. As evaluators they are committed to accurate, effective measurement of program effectiveness, but they are also committed to a larger goal-- increased social justice for the oppressed, particularly but not exclusively women. This is the 96th issue of the Jossey-Bass series New Directions for Evaluation.
For a full list of entries and contributors, sample entries, and more, visit the Routledge International Encyclopedia of Women website. Featuring comprehensive global coverage of women's issues and concerns, from violence and sexuality to feminist theory, the Routledge International Encyclopedia of Women brings the field into the new millennium. In over 900 signed A-Z entries from US and Europe, Asia, the Americas, Oceania, and the Middle East, the women who pioneered the field from its inception collaborate with the new scholars who are shaping the future of women's studies to create the new standard work for anyone who needs information on women-related subjects.
The Education Feminism Readeris an anthology of the most important and influential essays written in feminist education theory since the late seventies. Attentive to the quality and diversity of this growing field, the Readershowcases the thinking of traditionally liberal feminists, radical postmodern theorists, and those feminists with psychological, philosophical, and political agendas. Lynda Stone introduces and frames the volume through a discussion of the historical and historicist location of the project. The 22 essays are empirical and non-empirical studies emerging from philosophy and psychology of education, critical sociology, multicultural theory and literary criticism, and many authors make theoretical connections to their own lives, their own educations, and their own teaching. Special attention has been given to the organization of the anthology, with a view to making it particularly useful as a classroom text in education and women's studies courses. One of the most important aspects of The Education Feminism Readeris the inclusion of feminists of color, whose voices are intended as a counter-balance and critique of a field that has long been exclusively white. Committed to a pluralist vision of feminism, the anthology attempts to speak for the present in feminist theory, even as it builds from a past and towards a future.
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