E-Book Overview
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