This book argues that educators and the general public have become
complacent about girls' education as a consequence of the more
recent fuss about problems for boys. After an analysis of
persistent disquiet about girls' lifestyles, it uses theories of
gender and education to demonstrate that girls are being produced
in contradictory ways in current schooling. Many girls develop a
sense of themselves through close connection with friendship groups
but schooling processes typically require them to adopt the
position of competitors in the end-of-school rankings and to act
out their individualized positions in imagining themselves into the
future. Ultimately the work offers insight and understanding
leading to a less divisive educational pathway for girls.
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