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dc.contributor.authorKeddie, Amanda
dc.date.accessioned2017-05-03T14:50:29Z
dc.date.available2017-05-03T14:50:29Z
dc.date.issued2010
dc.date.modified2011-03-01T08:30:32Z
dc.identifier.issn09540253
dc.identifier.doi10.1080/09540250903289907
dc.identifier.urihttp://hdl.handle.net/10072/36690
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom353
dc.relation.ispartofpageto368
dc.relation.ispartofissue4
dc.relation.ispartofjournalGender and Education
dc.relation.ispartofvolume22
dc.rights.retentionY
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode130399
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1608
dc.titleFeminist struggles to mobilise progressive spaces within the 'boy-turn' in gender equity and schooling reform
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2010
gro.hasfulltextNo Full Text
gro.griffith.authorKeddie, Amanda


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