Feminist struggles to mobilise progressive spaces within the 'boy-turn' in gender equity and schooling reform
Author(s)
Keddie, Amanda
Griffith University Author(s)
Year published
2010
Metadata
Show full item recordAbstract
This article presents the stories of two Australian feminist educators, 'Kath' and 'Kim'. Drawn from a small-scale interview-based study, the stories highlight these women's struggles to mobilise progressive spaces within the current boy-focused equity and schooling agenda. Such struggles are located within the new possibilities for feminist intervention enabled by current educational trends in Australia. The stories focus on Kath and Kim's experiences leading the professional development of teachers from several schools in Queensland (Australia) as part of the $19.4 million national initiative, Success for Boys. The article ...
View more >This article presents the stories of two Australian feminist educators, 'Kath' and 'Kim'. Drawn from a small-scale interview-based study, the stories highlight these women's struggles to mobilise progressive spaces within the current boy-focused equity and schooling agenda. Such struggles are located within the new possibilities for feminist intervention enabled by current educational trends in Australia. The stories focus on Kath and Kim's experiences leading the professional development of teachers from several schools in Queensland (Australia) as part of the $19.4 million national initiative, Success for Boys. The article draws on feminist understandings of 'progressive' spaces and highlights the requisite conditions necessary for mobilising such spaces. In particular, Kath and Kim's stories bring to light the powerful role emotions continue to play in both enabling and constraining gender reform and the continued significance of attending to, and working with, such emotions to enhance the pursuit of gender justice in schools.
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View more >This article presents the stories of two Australian feminist educators, 'Kath' and 'Kim'. Drawn from a small-scale interview-based study, the stories highlight these women's struggles to mobilise progressive spaces within the current boy-focused equity and schooling agenda. Such struggles are located within the new possibilities for feminist intervention enabled by current educational trends in Australia. The stories focus on Kath and Kim's experiences leading the professional development of teachers from several schools in Queensland (Australia) as part of the $19.4 million national initiative, Success for Boys. The article draws on feminist understandings of 'progressive' spaces and highlights the requisite conditions necessary for mobilising such spaces. In particular, Kath and Kim's stories bring to light the powerful role emotions continue to play in both enabling and constraining gender reform and the continued significance of attending to, and working with, such emotions to enhance the pursuit of gender justice in schools.
View less >
Journal Title
Gender and Education
Volume
22
Issue
4
Subject
Specialist Studies in Education not elsewhere classified
Specialist Studies in Education
Sociology