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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.
E-Book Content
Equity in the Classroom Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys Edited by Patricia F. Murphy and Caroline V. Gipps UNESCO Publishing The Falmer Press (A member of the Taylor & Francis Group) London • Washington, D.C. © UNESCO, 1996 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the copyright holder. First published in 1996 by Falmer Press, 1 Gunpowder Square, London EC4A 3DE, United Kingdom, and Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007. and the United Nations Educational, Scientific and Cultural Organization, 7 Place de Fontenoy, 75732 PARIS 07–SP, France This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data are available on request ISBN 0-203-20971-0 Master e-book ISBN ISBN 0-203-26773-7 (Adobe eReader Format) ISBN 0 7507 0540 X (cased, Falmer Press) ISBN 0 7507 0541 8 (paper, Falmer Press) ISBN 92-3-103302-6 (UNESCO) Jacket design by Caroline Archer Contents Preface vi Introduction Caroline Gipps 1 I Pedagogy and Gender 7 1 Defining Pedagogy Patricia Murphy 9 2 A Girls’ Pedagogy ‘In Relationship’ Jane Roland Martin 23 3 Citizenship, Difference and Marginality in Schools: Spatial and Embodied Aspects of Gender Construction Tuula Gordon 33 4 The Pedagogy of Difference: An African Perspective Sheila Parvyn Wamahiu 45 5 Gender Identity and Cognitive Style John Head 59 II Differential Learning and Performance 71 6 Scholarship, Gender and Mathematics Elizabeth Fennema 73 7 Girls and Information Technology Karen Littleton 81 8 Research on English and the Teaching of Girls Janet White 97 9 Girls’ Achievement in Science and Technology—Implications for Pedagogy Jan Harding 111 Is There a Space for the Achieving Girl Michèle Cohen 125 10 v 11 A Socially Just Pedagogy for the Teaching of Mathematics Leone Burton 137 III Interventions 147 12 Redefining Achievement Gaell M. Hildebrand 149 13 Single-sex Settings: Pedagogies for Girls and Boys in Danish Schools Anne-Mette Kruse 173 14 Intervention Programs in Science and Engineering Education: From Secondary Schools to Universities Sue Lewis 191 15 How Do We Get Educators to Teach Gender Equity? Jo Sanders 213 16 Gender, Teachers and Changing