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This book presents a compelling range of international research on
the issues of gender balance and gender bias in education. The
chapters draw on cutting edge work from the US, Latin America, the
UK, Ireland and Africa, presenting readers with new insights into
how educators and students often negotiate deeply ingrained
prejudices that are expressed in gendered terms. The book reflects
research that draws on a range of methodologies, and both
historical and contemporary education contexts are examined.
Drawing on historical research, the book widens our understanding
of gender issues in education, and provides chapters on physical
activity for girls in nineteenth century America, and on the
'patriarchal imperative' in mission education in Africa in the
nineteenth century. Turning to research on contemporary education
settings, the book explores the global phenomenon of the
feminisation of teaching. It also illustrates how teachers work in
classrooms in which boys' expressions of masculinities explicitly
challenge school order, and looks at the performance of both
masculinities and femininities in several education contexts. The
book also includes absorbing work on the practices and processes
that contribute to the gendering of digital technologies, and it
demonstrates ways in which parents unwittingly accept the gendered
management of internet 'risk' for their daughters. This book was
published as a special issue of Gender and Education.
This book presents a compelling range of international research on
the issues of gender balance and gender bias in education. The
chapters draw on cutting edge work from the US, Latin America, the
UK, Ireland and Africa, presenting readers with new insights into
how educators and students often negotiate deeply ingrained
prejudices that are expressed in gendered terms. The book reflects
research that draws on a range of methodologies, and both
historical and contemporary education contexts are examined.
Drawing on historical research, the book widens our understanding
of gender issues in education, and provides chapters on physical
activity for girls in nineteenth century America, and on the
'patriarchal imperative' in mission education in Africa in the
nineteenth century. Turning to research on contemporary education
settings, the book explores the global phenomenon of the
feminisation of teaching. It also illustrates how teachers work in
classrooms in which boys' expressions of masculinities explicitly
challenge school order, and looks at the performance of both
masculinities and femininities in several education contexts. The
book also includes absorbing work on the practices and processes
that contribute to the gendering of digital technologies, and it
demonstrates ways in which parents unwittingly accept the gendered
management of internet 'risk' for their daughters. This book was
published as a special issue of Gender and Education.
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