This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.
Author(s): Catherine Marshall
Year: 1997
Language: English
Pages: 272
Book Cover......Page 1
Half-Title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
Acknowledgements......Page 8
Dedication......Page 9
Preface......Page 10
1 Policy Analysis for Postsecondary Education: Feminist and Critical Perspectives......Page 13
2 Women Managing for Diversity in a Postmodern World......Page 35
3 Simply Not Good Chaps: Unravelling Gender Equity in a South African University......Page 50
4 Affirmative Action and the Status of Women in the Academy......Page 68
5 Legitimacy Maintenance: The Politics of Women’s Studies......Page 82
6 Reframing Research, Informing Policy: Another View of Women in the Mathematics/Science Pipeline......Page 102
7 Enough is Never Enough: Women’s Work in Academe......Page 122
8 Lesbian Existence and the Challenge to Normative Constructions of the Academy......Page 140
9 School Identities and Subject Positions: Building a Feminist Policy within Schools for Adults......Page 158
10 Feminist Thinking in the Classroom Right Now......Page 171
11 From Margin to Marginality: A Feminist in a PE Classroom......Page 175
12 Feminist Pedagogy Theory in Higher Education: Reflections on Power and Authority......Page 184
Notes on Contributors......Page 205
Index......Page 209
