Creating Gender-Fair Schools, Classrooms and Colleges: by Lynn Raphael Reed, Tina Rae

By Lynn Raphael Reed, Tina Rae

For lots of lecturers, gender matters concerning function versions, photograph and expectancies have an impact upon the behaviour and fulfillment of either girls and boys, frequently to their drawback. This cutting edge and useful source, for lecturers of scholars elderly 14-19provides: o a programme to advertise gender equality and inclusivity in colleges and schools o a purpose for the programme according to social justice o a realistic set of lecture room actions to enforce the programme The booklet adopts an 'action inquiry' method - enticing scholars and employees within the approaches of investigating what's presently taking place, and making plans, imposing and reviewing advancements. This contributes to the improvement of the college or collage as a self-evaluating employer which listens to the voice of the younger individual. The programme additionally helps lecturers and different university employees in constructing as reflective practitioners, and youngsters and teenagers in constructing as reflective novices.

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Additional info for Creating Gender-Fair Schools, Classrooms and Colleges: Engendering Social Justice For 14 to 19 year olds (Lucky Duck Books)

Example text

The students are asked to consider the meaning of the word ‘assertive’ and the ways in which they themselves can be and are assertive in a range of different contexts. They can make use of a dictionary or reference material in order to find some definitions if appropriate. The idea here is for students to share their ideas within the whole group once they have completed the activity and to assess the degrees to which they do or do not agree on definitions. This allows an exploration of gender stereotypes around application of the term ‘aggressive’ and ‘assertive’ – where the same behaviour in girls and boys may be called something different, and where gender identities may imply a certain way of responding.

19. There is a named emotional literacy coordinator who is a member of senior management. Overall staff feel optimistic that they are making a positive difference for their students. 1 2 3 4 5 Where are the lowest ratings? Where are the highest ratings? What needs to change? How? Record your ideas below. ACTION POINTS Adapted from Shar, P. (2001) 6 7 8 9 10 Student Views ? Activity Ten 14-16 years Thinking about your school. 1. Do you feel happy in school? 2. Do you feel safe or unsafe in school?

Human Bingo Activity Two 17-19 years Can speak another language Worries about climate change Plays for a football team Gets nervous about the future Has met someone famous Dislikes racism Has the same star sign as you Feels contented Enjoys music Has felt down at some time Has a pet Supports a premiership football team Lives more than three miles from school Has experienced being stereotyped Was born in January Knows what job they want to do Doesn’t like hot weather Likes the same food as you Likes swimming Has experienced stress of some kind Uses the Internet regularly Has been to another country Hates smoking Can play a musical instrument Likes exams Has the same star sign as you Activity Three 17-19 years Behind Your Back!

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