Description
Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.
Table of Contents
Part 1 Pedagogy and gender: defining pedagogy, Patricia Murphy; a girls' pedagogy in relationship, Jane Roland Martin; citizenship, difference and marginality in schools - spatial and embodied aspects of gender consumption, Tuula Gordon; the pedagogy of difference - an African perspective, Sheila Parvyn; gender identity and cognitive style, John Head. Part 2 Differential learning and performance: scholarship, gender and mathematics, Elizabeth Fennema; girls and information technology, Karen Littleton; research on English and the teaching of girls, Janet White; girls' achievement in science and technology - implications for pedagogy, Jan Harding; is there space for the achieving girl?, Michele Cohen; a socially just pedagogy for the teaching of mathematics, Leone Burton. Part 3 Interventions: redefining achievement, Gaell M. Hildebrand; single-sex settings - pedagogies for girls and boys in Danish schools, Anne Mette Kruse; intervention programmes in science and engineering education from secondary schools to universities, Sue Lewis; how do we influence educators about gender equality?, Jo Sanders; Teachers' Voices, Liz Wyatt Et Al; The Emotional Dimensions Of Feminist pedagogy in schools, Jane Kenway et al; reviews and conclusion, Caroline Gipps.
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