TY - JOUR
T1 - Taking stock of gender reform policies for Australian schools
T2 - past, present and future
AU - Kenway, Jane
PY - 1997
Y1 - 1997
N2 - This paper begins with a brief narrative of the past 20 years of gender reform for Australian schools and of recent developments - including the attention paid to boys' education. This narrative points to the implications of changing Commonwealth federal state relations for gender reform. The second section offers an account of the micro-politics of macro-reforms. This draws from research on the reception of gender reform policies in schools and discusses the practices and processes of schools ' gender reform work, indicating some of the limitations and strengths of gender reform policies. The third section identifies the current contexts of gender reform, which include the more extended fields of educational policy and politics, the broader politics of the state itself and more widely still, major economic and cultural shifts. Here the paper will offer an interpretation of the ongoing process of centralised and decentralised restructuring in education and of its implications for feminist work for change in schools. It concludes by briefly mentioning some bigger cultural shifts which are affecting and effecting gender construction and gender relations as globalisation has an increasing impact on our lives.
AB - This paper begins with a brief narrative of the past 20 years of gender reform for Australian schools and of recent developments - including the attention paid to boys' education. This narrative points to the implications of changing Commonwealth federal state relations for gender reform. The second section offers an account of the micro-politics of macro-reforms. This draws from research on the reception of gender reform policies in schools and discusses the practices and processes of schools ' gender reform work, indicating some of the limitations and strengths of gender reform policies. The third section identifies the current contexts of gender reform, which include the more extended fields of educational policy and politics, the broader politics of the state itself and more widely still, major economic and cultural shifts. Here the paper will offer an interpretation of the ongoing process of centralised and decentralised restructuring in education and of its implications for feminist work for change in schools. It concludes by briefly mentioning some bigger cultural shifts which are affecting and effecting gender construction and gender relations as globalisation has an increasing impact on our lives.
UR - http://www.scopus.com/inward/record.url?scp=0031525772&partnerID=8YFLogxK
U2 - 10.1080/0141192970230306
DO - 10.1080/0141192970230306
M3 - Article
AN - SCOPUS:0031525772
SN - 0141-1926
VL - 23
SP - 329
EP - 344
JO - British Educational Research Journal
JF - British Educational Research Journal
IS - 3
ER -