Enhanced descriptions from Syndetics:

Despite improvements in girls' relative academic success at the school leaving level, and despite suggestions in the press that boys are now the underachievers, girls remain second-class citizens in education and beyond. This book aims to show how and why girls' education remains subordinated to that of the boys', and to demonstrate how this analysis can be used as a basis for investigating the position of other subordinated groups - such as children from lower socio-economic groups, ethnic minorities, or those with special educational needs. By focusing on what distinguishes the 'normal' from the 'other' says the author, we can begin to call the normal into question and challenge the ideas and assumptions of our educational system.

Table of contents provided by Syndetics

• Series Editors' Preface (p. ix)
• Acknowledgments (p. xi)
• 1 Introduction (p. 1)
• 2 Who or What Is the Other? (p. 5)
• Woman as Other (p. 7)
• The Gaze (p. 9)
• The Female as Other in Education (p. 11)
• The History of Women's Education (p. 11)
• Reason and Moral Development (p. 14)
• Male as Subject: The Gaze Is on the Girls (p. 15)
• Summary: Key Points (p. 16)
• Further Reading (p. 17)
• 3 Gender Differences in School (p. 19)
• Life in School (p. 20)
• Male Domination of Space and Time (p. 20)
• Male Domination of Classroom Talk (p. 24)
• Girls' Resistance to Male Domination (p. 26)
• Subject Takeup in Secondary Schools (p. 27)
• Assessment, Achievement and Examinations (p. 31)
• Deficit Models and the Schooling of Girls (p. 34)
• Summary: Key Points (p. 35)
• Further Reading (p. 36)
• 4 Gender as a Social and Cultural Construction (p. 38)
• Introduction (p. 38)
• Issues of Biological Sex (p. 40)
• The Development of Gendered Identities and Roles (p. 43)
• The Construction of Gender and Gender Roles in Western Society (p. 45)
• Gender as Dimorphic (p. 46)
• Gender Roles Involve a Power Relation (p. 48)
• Compulsory Heterosexuality (p. 50)
• Summary: Key Points (p. 51)
• Further Reading (p. 52)
• 5 Reconceptualizing Gender Issues in Education (p. 54)
• Introduction (p. 54)
• Power/Gender (p. 55)
• Gender, Power, Pedagogy and the Learning Child (p. 57)
• Conclusion (p. 61)
• Summary: Key Points (p. 62)
• Further Reading (p. 63)
• 6 Revaluing Female Voices (p. 64)
• Challenging the Mastery of Reason (p. 64)
• Reason and the Discourse of Empowerment (p. 66)
• Challenging Reason: Gender and Moral Development (p. 71)
• The Implications of Gilligan's Work for Education (p. 75)
• Summary: Key Points (p. 78)
• Further Reading (p. 79)
• 7 Some Voices Are More Equal than Others: Subject and Other in the School Curriculum (p. 80)
• Design and Technology and Physical Education: Life in a Marginal Subject (p. 81)
• Gendered Subject Ideologies and the Social Control of the Working Classes (p. 82)
• DandT and PE as Low Status Subjects (p. 85)
• Students and Subjects as Parallel Others (p. 89)
• Summary: Key Points (p. 91)
• Further Reading (p. 92)
• 8 Subordinated Femininities and Masculinities in Secondary Schools (p. 93)
• Introduction (p. 93)
• Subordinated Masculinities (p. 93)
• Sporty Girls (p. 99)
• Lesbians and Gay Males in School (p. 103)
• Summary: Key Points (p. 107)
• Further Reading (p. 107)
• 9 Strategies: A Toolkit (p. 109)
• 'Traditional' Gender Monitoring (p. 109)
• Collating quantitative evidence (p. 109)
• Examining curriculum materials (p. 110)
• Classroom observation (p. 110)
• Examining the Relationship between Space and Power (p. 111)
• Classroom plans (p. 111)
• Staffroom plans (p. 111)
• Access to virtual space (p. 112)
• Deconstruction: What-if-Not? (p. 113)
• Summary (p. 114)
• Further Reading (p. 114)
• 10 Conclusion (p. 115)
• Bibliography (p. 118)
• Index (p. 131)

Author notes provided by Syndetics