Gender and education Research Papers (original) (raw)

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- Cultural Studies, Gender Studies, Domestic Violence, Psychotherapy

"In this paper I explore connections between women, art education and spatial relations drawing on the Deleuzo-Guattarian concept of machinic assemblage as a useful analytical tool for making sense of the heterogeneity and meshwork of life narratives and their social milieus. In focusing on Mary Bradish Titcomb, a fin-de-siegravecle Bostonian woman who lived and worked in the interface of education and art, moving in between differentiated series of social, cultural and geographical spaces, I challenge an image of narratives as unified and coherent representations of lives and subjects; at the same time I am pointing to their importance in opening up microsociological analyses of deterritorializations and lines of flight. What I argue is that an attention to space opens up paths for an analytics of becomings, and enables the theorization of open processes, multiplicities and nomadic subjectivities in the field of gender and education.
Keywords: assemblages; microsociology; nomads; Titcomb; space; narratives"

- by Maria Tamboukou
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- Gender Studies, Narrative, Michel Foucault, Gilles Deleuze and Felix Guattari

Affrontare la tematica delle rappresentazioni delle professionalità educative nei servizi/scuole 0-6 anni significa aprire il dibattito sulla complessa situazione della femminilizzazione dell'insegnamento e, in generale, di tutti i lavori così detti di cura. Ed è, perciò, urgente affrontare tale caratteristica del mondo dell’educazione anche dal punto di vista pedagogico e didattico, per mettere in luce pratiche ed esperienze, saperi e culture in gioco.
Appare quasi una dinamica paradossale, per diversi motivi, quella del lavoro maschile nell'ambito educativo, soprattutto nella prima infanzia: da una parte siamo di fronte ad un paradosso di "segregazione" lavorativa ribaltata - ovvero la quasi completa assenza maschile nonostante l'esplicita e urgente richiesta del mercato di educatori; dall’altra questo dato sembra essere in contraddizione con l’attuale tendenza dei così detti “nuovi padri”, ovvero quella di occuparsi maggiormente dei propri figli, fin dai primissimi anni di vita, esprimendo il bisogno/desiderio di vivere nuove forme di affettività. È come se questa attuale trasformazione relazionale di propensione degli uomini-padri non sia ancora passata al piano professionale, ovvero non viene ancora riconosciuta una possibile attitudine su cui investire lavorativamente.
La professione educativa, dunque, appartiene a quell’insieme di occupazioni che appaiono diversamente valutate a seconda che siano nella versione maschile o femminile. Infatti questa problematica fin qui delineata corrisponde, specularmente, alla "segregazione" lavorativa e formativa delle donne, definita anche come una separatezza vocazionale.
Questo richiama al ben più ampio e problematico dibattito rispetto al lavoro delle donne e alle politiche lavorative attuali: la presenza femminile si riduce laddove aumenta la responsabilità e il prestigio del ruolo professionale. E non accade, certo, per incompetenza delle donne in queste mansioni, (i dati statistici dell'Istat restituiscono una percentuale in forte aumento di donne con un alto titolo di studio) ma piuttosto è il drammatico segnale di una forte discriminazione molto presente nei confronti delle donne – soprattutto in età fertile – in Italia, dove ancora devono scegliere tra figli e impiego: o si è madri o si è donne in carriera.

- by Rosy Nardone and +1
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- Gender Studies, Child Development, Teachers' professional development, Gender and education

With the economic position of women in Muslim countries being a regular focus of public attention and a fiercely debated topic amongst academics, few systematic, detailed descriptions and analyses are available. This book presents a new and nuanced exploration of the topic, introducing a theoretical framework that accommodates both women's individual agency as well as cultural, economic, religious, and political forces shaping their position. Collating research findings involving more than 300,000 women in 383 provinces in 28 Muslim countries ranging from the Middle East via Sub-Saharan Africa and Central Asia to Indonesia in Southeast Asia, the book, based on this wealth of data, shows how many women earn a living outside agriculture, how big the differences in employment likelihood really are, and how these differences can be explained. In doing so it addresses topical debates on the role of Islam, modernization, globalization, neocolonialism, educational inequalities, patriarchy, household hierarchies, and more. This is a sample chapter.

- by Niels Spierings
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- Religion, Sociology, Sociology of Religion, Gender Studies

This book examines the dynamics surrounding the education of children in the unofficial schools of China’s urban migrant communities. This ethnographic study focuses on both the complex structural factors impacting the education of children attending unofficial migrant children schools and the personal experiences of individuals working within these communities. As the book illustrates in careful detail, the migrant children schools serve a critical function in the community by serving as a hub for organized collective action around shared grievances related to issues of education, employment, well-being, and other social rights. In turn, the development of a collective identity among teachers, students, parents, and other members in the migrant communities makes it possible for activists to begin to work to address multiple forms of discrimination and maltreatment while simultaneously moving towards the possibility of more profound social transformation.

- by Min Yu (余旻)
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- Social Movements, Gender and education, Education and Migration

In this chapter, we position the debates around ‘failing boys’ as a postfeminist educational media panic (Ringrose, 2013). This is because these debates typically invoke and blame feminism for boys demise, and call up a second, binary figure, the overly ‘successful girl’, who has put masculinity into crisis (Walkerdine et al., 2001). We use the framework of postfeminism to think about how stories of both crisis and celebration over girls’ educational success continue to take shape (Aapolla et al., 2005). First, we explore how neoliberal ‘discourses’ (that is ideas, ways of understanding the world, that often seem like commonsense) of feminine educational success have influenced what we call a postfeminist media panic that constructs girls as wholly successful in the global North, through a review of British policy on gender and education and news media reporting. We explain how the news media whips up sensationalism and panic in order to make the topic news-worthy. Second,
we explore the globalizing reach of postfeminist notions of ‘girl power’ and the celebratory promise of how girls’ educational success will enable wider transnational economic revolution, through a consideration of the corporate social media campaign the ‘girl effect’ in the global South. We argue this campaign also operates through media forms that generate the promise of salvation from difficult structural conditions. Through these examples we argue binary understandings of gender formations (girls vs. boys) and the reductive marshalling of gendered ‘affect’ (for instance emotional tenors of crisis vs. celebration over girls) can be usefully challenged through an intersectional feminist approach (Lykke, 2010).

- by Jessica Ringrose and +1
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- Sociology of Education, International Development, Neoliberalism, Postfeminism

Dominant understanding of LGBTQ students' school experiences has been shaped by discourses that reduce "the problem" to bullies who express homophobic attitudes by targeting LGBTQ peers. In turn, interventions typically focus on eliminating bullying behaviors and providing protection for victims. Within this framework, cultural privileging of heterosexuality and gender normativity goes unquestioned, LGBTQ marginalization is reproduced and re-entrenched in new ways, and schools avoid responsibility for complicity in LGBTQ harassment. This paper explores educators' stories of LGBTQ harassment and how dominant bullying discourses are shaping educators' understandings of the needs of LGBTQ students. We propose a new definition of bullying to create a more useful framework for understanding the social nature of peer-to-peer aggression and designing interventions to address the cultural roots of this aggression. Finally, we take the position that a majority of peer-to-peer aggression in U.S. public schools is some form of gender policing, and we believe bullying must be redefined to account for relationships between peer targeting and structural inequalities.

- by Elizabethe Payne
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- Queer Studies, Sociology of Education, Youth Studies, LGBT Issues (Education)

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- by Brenda Bacon
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- Curriculum Studies, Gender and education, Jewish Education

A conceptual framework of positions on women in science, engineering, and technology (SET) was developed, showing a chronological progression of the main approaches to women's underrepresentation in SET during the past 20 years. Numerous initiatives have been advocated to address women's underrepresentation in SET in higher education. This article arose out of one such initiative, Winning Women, which was intended to help higher education in Scotland move toward good practice in this field. Two members of the project team describe their key findings and experiences. They illustrate how the underrepresentation of women in SET continues to be both progressive and persistent (using an SET parity index). The conceptual framework was conceived and developed from a metaanalysis of feminist theories of the gendered politics of science and technology.

- by Catherine Cronin
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- Gender, Gender and education, STEM Education, Women and Minority In STEM Fields

Les cyberviolences font régulièrement la Une des faits divers et de nombreux acteurs éducatifs s'inquiètent de l'émergence de nouvelles pratiques qui les dépassent. Sans céder aux clichés ni aux fantasmes sur un sujet sensible, cet ouvrage prend le parti d'affronter directement les pratiques des jeunes et, à partir d'une enquête de terrain, de les mettre en perspective avec des enjeux plus larges. Il éclaire sous un jour original les relations entre filles et garçons à l'heure du tout numérique et ouvre des pistes de réflexion précieuses pour mieux comprendre l'emboitement entre le monde physique et digital dans les espaces éducatifs.
https://www.editions-harmattan.fr/index.asp?navig=catalogue&obj=livre&no=67132

- by Benjamin Moignard
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- Gender Studies, Sociology of Education, School violence, Gender and education

This article examines the gender inequalities in computing, with a particular emphasis on these inequalities within the library and information profession. This includes, discrimination against women in academia; socialisation processes; issues around women's confidence in computing; the male-dominated environment in the computing industry; female isolation in the computing world; females providing ICT support and training (rather than being the main decision-makers); computer programming and screen design and layout; presenteeism and flexible working and social networking. It also notes, in particular, the fact that the number of females in computing continues to fall. Furthermore, there is a section on gender and ICT in Central and Eastern Europe, the Commonwealth of Independent States and developing countries. Consideration is given to a number of issues here, such as some of the ways in which the new technologies can empower women in these countries, but how women are hampered by a lack of resources, education, poor literacy levels and domestic responsibilities. The author suggests that we should seek to find ways to improve this situation, and that social networking could be beneficial here on a short-term basis, but that to find lasting solutions, we should seek to move beyond capitalism itself.

- by Ruth Rikowski
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- Information Science, Information Technology, Gender Studies, Education

The paper highlighted the discrimination against and exploitation of women at global level. Efforts made at global level in promoting gender equality in education and employment opportunities through gender mainstreaming were discussed. Women and girls under representation in science and technology education in Nigeria were discussed and instructional strategies for mainstreaming gender in science and technology classrooms in Nigeria were highlighted. Some recommendations were made among which were that science and technology educators should incorporate strategies for mainstreaming gender into the teacher education programmes. Furthermore, that government should set up gender units and focal point in each state of the country to address such gender issues as gender inequality in science and technology education, discrimination in employment opportunities and job security.

- by Dr. Josephine N Okoli
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- Gender Studies, Gender and Sexuality, Gender, Gender Equality

In this essay I examine the racial achievement gap in American education in terms of an impaired psychosocial developmental process. I argue that the well-documented academic underperformance of certain minority groups may stem from the unfavorable resolution of a key developmental crisis in constituent members’ early scholastic experience. I go on to suggest that individual educators can play an important role in eliminating the achievement gap by changing the way they teach in their own classrooms. In part, they may do so by adopting a "transcultural" pedagogy or teaching style, according to which both teachers and their minority students develop (at minimum) transcultural proficiencies and (at maximum) transcultural identities, as a promising way to achieve two important ends. First, the fostering of an academically-industrious self-concept in members of historically underachieving minority groups and hence, second, the closing of the achievement gap "from the bottom up"—one classroom at a time.

- by Brian D . Earp
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- Sociology, Economic Sociology, Political Sociology, Social Theory

The article is composed of two sections:
The first section will present the ‘crisis of adolescent boys’ and the various reasons for its occurrence, emphasizing the influence of the school from the administrative level through to the general school atmosphere, and down to the classroom teacher, focusing particularly on the lack of appropriate male role models for adolescent boys.
The second section will present an educational paradigm called Gender Responsive Pedagogy (GRP), which presents a new and innovative solution to the problems that will be presented throughout the review. Its aim is to empower boys by affirming a broader range of behaviors as acceptably masculine. This empowerment is to be affected by careful selection of materials with egalitarian values, taught by male moderators or teachers who serve as role models for the adolescents. An example of GRP implementation will be given by presenting the guidelines of the unique and groundbreaking gender project that has been taught since 2013 at the Hartman religious boys’ high-school in Jerusalem

- by Yaron Schwartz
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- Gender Studies, Masculinities, Gender and education, Judaism
- by maria pallotta-chiarolli
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- Gender and education, Boys education

Chmura-Rutkowska I. Milczenie owiec. Dziewczęca perspektywa doświadczania przemocy ze względu na płeć w polskich gimnazjach (w:) A. Matysiak-Błaszczyk, B. Jankowiak (red.), Kontrowersje wokół socjalizacji dziewcząt i kobiet, Wydawnictwo Naukowe UAM, Poznań 2016, s. 157-174. Zakład Socjologii Edukacji Wydział Studiów Edukacyjnych Uniwersytet im. Adama Mickiewicza w Poznaniu Milczenie owiec. Dziewczęca perspektywa doświadczania przemocy ze względu na płeć w polskich gimnazjach. Dz3P1: Nie wiem, zawsze można spróbować dogadać się z jakimiś kolegami, którzy uważają cię za szmatę. Poprosić, żeby dali spokój, albo szukać pomocy u dorosłych, ale to tak teoretycznie, bo naprawdę to się tak nie da według mnie, bo jest tak jakby nacisk otoczenia i masz przegrane u wszystkich. Jeśli taka dziewczyna nie chce zmienić niczego w sobie, nie chce się przypasować no to raczej wiesz, nikt tu nie pomoże. Trzeba wiedzieć jak się zachowywać, żeby utrzymać się w normie, żeby nikogo nie wkurzać, tak przynajmniej według mnie jest. Dz6P1: A ja uważam, że dziewczyna prędzej się załamie niż jest w stanie sama sobie pomóc. W sumie nikt nie wie, co robić w takich sytuacjach. A na ciebie i tak zawsze coś znajdą. Dorośli tylko dołożą ci szlabanów. Przedstawione tu wyniki badań stanowią integralną część większego projektu badawczego, którego problemem zasadniczym jest przemoc rówieśnicza motywowana stereotypami i uprzedzeniami związanymi z płcią (w tym napastowanie seksualne), której doświadczają uczniowie i uczennice polskich gimnazjów 1 . Celem badań było rozpoznanie form, skali i 1 Projekt finansowany przez Narodowe Centrum Nauki w Krakowie, pod tytułem Rówieśnicza przemoc motywowana stereotypami i uprzedzeniami związanymi z płcią w codziennych doświadczeniach polskich gimnazjalistów. I. Chmura-Rutkowska, Przemoc rówieśnicza w gimnazjum a płeć. Kontekst społecznokulturowy, "Forum Oświatowe" 2012, 46(1), s. 41-73.

This paper is concerned with findings about gender which form part of a larger ethnographic study. The study was undertaken during my employment as a local authority (school district) Pupil Support Officer, where my work involved the support of young people who had been permanently excluded (expelled) from school for a variety of reasons, including sexual assault, violence against their peers or teachers, and what was known as 'persistent disruptive behaviour'. It focussed on the effects of instances of actual or threatened permanent exclusion from secondary school on pupils, families and professionals in an urban local authority: 'Enway'.

University of Illinois Press, 2018

- by Heather Switzer
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- Ethnography, Gender and Development, Girlhood Studies, Kenya

The paper sheds light on the education system of Georgia from the perspectives of gender equality. The judgements presented in the papers is based on the results of the rigorous research of primary school system and incorporates desk-research of education policy documents, analysis of teachers' in-and pre-service training programs provided by state institutions, and survey of and face-to-face interviews with the primary school teachers. The research shows that the education policy is mostly neutral towards the gender equality issues and improperly underlines the significance of gender-balanced education at primary school level; in in-and pre-service training programs aren't oriented on sensitization of teachers for the gender balanced education and thus don't equip them with necessary knowledge and practical skills. The teachers' survey and interview show stereotypical attitude towards the students based on gender.

This article discusses the links between poverty, HIV/AIDS, and barriers to education, based on the first-hand experiences of 'street children' in northern Tanzania. Within the context of national levels of poverty, 'cost-sharing' in health and education sectors, and the AIDS epidemic, poor families in Tanzania are under considerable pressure, and increasing numbers of girls and boys are consequently seeking a living independently on the streets of towns and cities. My research with street children shows that some children orphaned by AIDS are subject to rejection and exploitation by the extended family after the death of their parent(s). They are exposed to considerable risks of abuse, sexual violence and HIV within the street environment. Here, I discuss the links between poverty, HIV and barriers to education, which compound young people's vulnerability, and offer some policy recommendations in response to the young people's experiences.

- by Ruth Evans
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- Poverty, HIV/AIDS, East Africa, Urban Poverty

Meyer's comprehensive treatise on bullying undertakes a controversial subject within U.S. K-12 schools and provides guidelines that should make public and private educators more comfortable dealing with issues of homophobia and sexism. Based on her experiences as an educator, Meyer focuses on school culture and how environments perpetuate gendered and sexual orientation stereotypes and, by consequence, the bullying of LGBT students. Meyer, eloquently, delivers a stirring account of the hostile climate many LGBT students still face today in the U.S.A. She, convincingly, argues that bullying and harassment research should also include gendered harassment, as she sees this as the underlying cause of bullying against LGBT students. She addresses three types of gendered harassment prevalent in today's classrooms: sexual orientation harassment, harassment for gender nonconformity, and (hetero) sexual harassment. Meyer gives a clear distinction of each form of harassment, in order for teachers to be well versed in the subtle nuances each form takes. She aims "to make explicit how gender, specifically the public performance of masculinities and femininities, shapes harmful behavior in schools and how educators and concerned adults can work to reduce the negative impacts of these all-too-common schoolyard behaviors" (p. 1). Gender, Bullying, and Harassment has six chapters and two appendices. Chapter I describes the effects of gender on bullying and harassment. Meyer provides a detailed overview of the differences between bullying, (hetero) sexual harassment, sexual orientation harassment, and harassment for gender nonconformity. Chapter 2 provides research and statistics, which support claims on the devastating effects of bullying and harassment targeting LGBT

- by Elizabeth J. Meyer
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- Leadership, Queer Theory, Safe Schools, Glbt

After their middle school developed a curriculum on comics, six students met with a teacher-researcher for a year to continue the critical conversations that started in language arts class. In this article, we explore how students... more

- by David E. Low
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- Gender Studies, Popular Culture, Comics Studies, Visual Literacy

The purpose of this paper is to provide insight to the multiple ways that school leaders resist, avoid, or block LGBTQ professional development for their staff and thus resist the conversations around school responsibility to these students and families. School leaders who resisted LGBTQ professional development claimed that such training was not relevant to their school contexts, that the training would attract community backlash, that the school board would not approve the training, or that school personnel would not be interested in learning about LGBTQ students. Implications: Increasing LGBTQ content in educational leadership training is a necessary step for convincing school leadership that LGBTQ-competence is necessary for creating a positive school climate for all. Significant legal and cultural changes are putting pressure on administrators to rethink the work of creating inclusive schools. Same-sex marriage is now legal in all states, and many states' anti-bullying laws specifically protect LGBTQ students. However, conversations about sexual and gender identity remain highly contested terrain in K-12 settings (DePalma & Atkinson, 2006). Reasons for this are multiple, but often it is " because of [educators'] own fear and concerns and because of a prevailing belief that sexual orientation…is not an appropriate focus for education " (p.333). Expanding inclusion efforts to gender and sexual minority students and families necessitates " integrating or embedding diversity into the ordinary work or daily routines of an organization " (Ahmed, 2012, p.23). The work of recognizing and including sexual and gender diversity in K-12 schools requires identifying the normative assumptions about student, family, and teacher identity embedded in all facets of schools—from bathrooms to curriculum to student records to extracurricular activities to dress codes. It requires pursuing opportunities to expand the institutional imagination about who is occupying school spaces and who has always occupied them. Objectives or purposes Educational practices that account for diversity and pursue social justice are critical for improving school life for LGBTQ youth. Broadly, social justice education aims to create conditions of equitable recognition and access to resources and opportunities (North, 2008). Achieving such conditions requires identifying how institutions privilege dominant identities and

- by Elizabethe Payne and +1
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- LGBT Issues (Education), LGBT Youth, Gender and education, School Leadership

Women and Educational Leadership- Book Review

- by michelle bae-dimitriadis
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- Media Studies, Popular Culture, Arts Education, Postfeminism
- by Flavia Fiorucci and +1
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- Gender and education, Women and Gender Studies

"We get our fixed - or malleable - notions of sexuality and gender from a variety of sources: family expectations, a hypersexualizing media gaze, and through the dictates of those great monoliths, Faith and Obedience within a/the Church. However, gender is also being formed in the well-worn halls and the ordered environment of classrooms: schools are the great throughways where gender gets most articulated - bartered for and with - during adolescence.
This book documents a year-long autoethnographic study in an all-boys Catholic secondary school. It elucidates how schooling helps form both assumptions and practices about what it means to become a man, and examines how these discourses are reshaped by young men in their daily lives. In the process the book explicates how students come to make sense of and exercise their own identities amidst the discourses of the school around, through, and by religion and gender and, necessarily, sexuality."

- by Kevin Burke
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- Religion, Gender Studies, Queer Studies, Education

This paper explores representations of girls in current discourses of neoliberal development through an analysis of a range of texts that promote the global Girl Effect movement. These representations are situated in the context of theoretical debates about gender mainstreaming and policy developments that construct girls and women's 'empowerment' as 'smart economics'. The paper draws on postcolonial and transnational feminist analyses that critique market-led approaches to development and their complicities in the dynamics of neo-colonialism and uneven development, to contextualise the Girl Effect movement. It is argued that the Girl Effect movement draws on colonial stereotypes of girls as sexually and culturally constrained, but reworks these through the discourses of neoliberal development to construct girls as good investment potential. In doing so, it reproduces a dominant narrative that highlights the cultural causes of poverty but obscures structural relations of exploitation and privilege.

- by Farzana Shain
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- Cultural Studies, Media Sociology, Gender Studies, Sex and Gender

How does children's play with dolls and action figures engender exploration of gendered identities: from aesthetics and appearances, to social standards, and various gendered rituals and performances? This paper examines recent research in art education and gender studies concerning dolls and figural toys marketed to girls. As an artist and teacher educator, I will draw upon my teaching experiences and examine artifacts of pedagogy from material and visual culture. I will address issues of consumption, while taking into consideration taboos of gender and sexuality within public and private play. This paper argues that while children's toys (as symbolic bodies) may pose narrowly gendered and heteronormative models of adulthood; children may also begin to counter paradigms of gender and sexuality within subversive play at home and school. I will also propose coalitions of art and visual culture, through which teachers can facilitate inquiries and projects around unintended juxtapositions of play, performance, and art-making.

- by Courtney Weida
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- Gender Studies, Media Studies, Sex and Gender, Film Studies

Given the growing interest and representation of superheroes in comics and other media, we are interested in the ways young people read superhero texts and how those readings influence their conceptualisations of gender within and outside educational spaces. In this article we explore students’ responses to (re)presentations of gender in superhero texts (which include graphic novels, comic books, films, YouTube, and more), and examine how they reproduce and/or challenge assumptions about gender identity. This ethnographic study focuses on six seventh-graders across a school year in the United States. Our findings suggest that (1) students employ superhero texts as a multimedia resource for inquiring into gender, (2) superhero texts contribute to students’ complex and evolving understandings of gender, and (3) students both critique and reify gender ideologies that are surfaced through their transactions with comics and related media.

- by David E. Low
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- Gender Studies, Popular Culture, Comics Studies, Visual Literacy

This report presents the results of the trends mapping study on the future of technical and vocational education and training (TVET) teaching, conducted by Gita Subrahmanyam (with research assistance from Bindu Law) on behalf of UNESCO-UNEVOC. The study engaged the international TVET community to: (i) improve understanding of the implications of global disruptions; (ii) gather knowledge, insights, experiences; and (iii) highlight promising practices in preparing TVET teaching staff to deliver the skills needed in the 21st century and beyond.

- by Gita Subrahmanyam
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- Climate Change, ICT in Education, Inclusive Education, Gender and education

This paper is focused on the pilot quantitative research on youth culture building and gender construction through the Internet, media, popular culture, and computer games in post-Soviet Kazakhstan. There are some considerations of global, regional, and local contents of the Internet, media, and popular culture in students’ preferences in that research. In this study it was indicated that Russian context is spread in the Internet and media among the students’ interests while global one is widespread in popular culture. Although local Kazakh aspects are also presented on the Internet, media, and popular culture, it is not sufficient enough. Additionally, it was argued that Internet, media, popular culture, and computer games construct gender identity and sometimes gender equality of young people in present-day Kazakhstan.

- by Nazgul Mingisheva
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- Gender Studies, Globalization, Youth Studies, Postcolonial Studies

English (French follows)
This article assesses the discursive and visual practices as far as the sexual, ethnic and class stereotypes are concerned in the most popular textbooks used in French as a Foreign Language classes in our Middle Eastern region. After a state of the art of works on sexual and ethnic relations in language textbooks, we focus on our own corpus to assess how textbooks used in our region still carry the stigma of an essentialist view of the sexes, of a Franco-French (too often Parisian ‘centric’) view of the French speaking world and of a certain social class, potentially alienating learners who could not feel part of this elitist world and reinforcing social dominance. Indeed even though publishers have made great progress in fighting stereotypical roles of men and women and “white supremacy” in textbooks as far as visuals are concerned, other more subtle stereotypical reflexes are at work in discourse. As well the study shows how difficult it is to choose a multiethnic approach without running the risk to alienate learners and teachers from other regions than France or Europe when this approach does not valorize as well linguistic and cultural practices of other francophone regions.
In French:
Cet article évalue les pratiques discursives et iconiques de certains éditeurs de manuels scolaires utilisés en classe de FLE au Moyen-Orient. Après un état de l’art des travaux sur les rapports ethniques et de sexe dans le monde scolaire, nous nous concentrons sur un corpus original pour évaluer les progrès faits et à faire en ce qui concerne les manuels FLE utilisés dans notre région. Il sera ainsi noté que des stéréotypes de sexe, d’ethnie et de classe, une focalisation notamment sur le franco- français et Paris, restent encore bien vivants malgré une attention évidente de respecter la parité de la part des éditeurs. Ainsi les progrès constatés ence qui concerne les stéréotypes de sexe et d’ethnie dans le visuel sont limités par d’autres réflexes porteurs de stéréotypes mais plus subtils attestés dans le discours. Il est aussi noté combien l’équilibre est périlleux entre le choix clairement prix de jouer la carte multiethnique et le risque d’aliéner des apprenants et des professeurs d’autres régions en dehors de la France ou de l’Europe si cette approche ne valorise pas aussi des pratiques linguistiques et culturelles d’autres régions francophones. Ces stéréotypes et ce choix franco-français a pour résultat potentiel d’aliéner les apprenants et les enseignants qui ne font pas partie de ce monde élitiste et de perpétuer des rapports de dominance culturelle et linguistique entre régions francophones.

Over the years, Government of Ghana and Non-Governmental Organizations have implemented a number of policies and interventions aimed at achieving access and quality education which is gender inclusive in basic schools across the country. Some of these policies from Government of Ghana include School Feeding Programme, Capitation Grant, Free Exercise Books and recently the Free School Uniforms for pupils in Basic Schools among others. Despite these interventions, drop out from school especially among girls at the basic level it still a problem in Ghana. This paper specifically focused on school dropout among girls in basic schools in Ghana; A case study of Tamale Metropolis. The Metropolis was selected for the study because of the demographic characteristics that pose challenges to girls schooling and its accessibility with regards to location. Qualitative method was used to gain an insight into the perceptions and feelings of teachers, parents, out of school girls and girl learners on causes of dropouts among girls. The case study design was used because the researchers wanted to have a clear understanding of why and how girl child school dropout happens. The population of the study comprised of head teachers, teachers, District Girls Education Officer, parents, school girls and out of school girls. Purposive sampling was used to select 20 Primary Schools and 10 Junior High Schools from the district whose total enrolment of boys out number girls. Data was collected using interview as main instrument. The study also used secondary data from published dissertations, textbooks, journals and the internet. Several strategies were used to ensure data quality. The findings reveals that parental ignorance on value of girls education, poor parental care, teenage pregnancy, early marriage, poverty, child prostitution, migration of girls to major cities in the south to work as head potters and peer group influence are some of the major reasons why girls drop out of school in Tamale Metropolis. Based on the findings, it has been recommended that Government should roll out programmes to reduce poverty in the country. Scholarships and other incentives should be provided to needy but brilliant girls to enable them stay in school to learn for a brighter future. Sex education and career counselling should be given to girls to help reduce teenage pregnancies. Basic schools should also be encouraged to set up girls clubs to monitor and

While much attention within the United Arab Emirates (UAE) has been paid to the poor quality of school education, the discussion has yet to move beyond Western conceptions of issues related to teacher quality and student achievement. School inspections conducted in Dubai (KHDA 2009) found that government schools, and boys’ schools in particular, were the worst performing schools in the Emirate, a finding supported by the 2007 TIMSS results and by Ministry of Education (MOE) examination results for the UAE as a whole. However, despite rising concerns about the poor performance of boys, policy makers to date have failed to examine the quality of the expatriate, male teachers who are largely responsible for teaching them.
This paper looks at teacher quality within the UAE, casting it as a function of teacher background characteristics, school characteristics and institutional characteristics. The data used was gathered from teacher observations, student surveys and teacher questionnaires conducted in eight MOE secondary schools. The paper finds that there are deficiencies in the recruitment, training and ongoing management of male, expatriate teachers which may explain, at least in part, the poor performance and retention of boys.

Abstract
Schools are often sites of intolerance, discrimination and violence. Girls are proportionately the victims. Closing the gender gap means confronting sexual violence and harassment in schools. This paper views the concept of gender, violence, gender based violence, and school-based management committee. The paper also examines the types of gender based violence in secondary schools such as bullying, kidnapping and abduction, and sexual abuse and harassment. Factors identified to be promoting gender based violence in and outside the basic schools environment include school distance, the media and lack of girl-friendly school environments. Challenges identified in this paper to be hindering school-based management committee from preventing gender based violence include poor implementation of laws protecting the right of a child, lack of communities cooperation and lack of expertise among the school-based management committee (SBMC) members: The ways forward recommended for preventing gender based violence in the perspectives of SBMC include the following; The SBMCs should emphasize on establishing and revitalizing counseling office in their schools and supporting they school counselors to diligently carry out their duties; SBMCS should engage parents monitoring their children behaviour to prevent them from falling victims of gender based violence or indulge in abusing other children; Also SBMCS should coordinate the teaching positive behaviour through modeling, coaching, prompting, praise, social skills, conflict management, anger management, character education, signing anti- teasing or anti- bullying pledges. This will no doubt reduce violence incidents in secondary schools. The paper therefore, recommended that educational managers should facilitate the removal of culture and traditional norms hindering women participation through legal instruments and policies. It is also recommended that there should be continued sensitization of community members on gender issues that do not go contrary to Islamic religion. This is because, any issues that will affect the religion of Islam may not yield a better result in the North.

- by Bala B Kwashabawa
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- Gender and education

En este estudio partimos de lo que se entiende por coeducación y se hace un breve repaso sobre los principales hitos educativos acontecidos en referencia a dicho principio. En el marco teórico también se menciona el valor de los cuentos clásicos, en tanto y cuanto se convierten en un buen recurso para trabajar la coeducación. El objetivo principal de este estudio radica en planificar y poner en práctica actividades para trabajar la coeducación con el alumnado de infantil (a través de un proceso de investigación-acción), mediante el análisis y la reelabo-ración del cuento de La Cenicienta y las diferentes actividades derivadas del cuento. El proyecto se divide en diez sesiones, en las cuales se ha utilizado como eje central la literatura infantil para trabajar distintos estereotipos de género que se transmiten en el cuento y muchos siguen presentes en la sociedad actual. Con esto se busca que los estereotipos que se encuentran tan asimilados en la actualidad vayan cambiando y, por lo tanto, educar a las niñas y niños desde una perspectiva más inclusiva e igualitaria. Esta experiencia se ha llevado a cabo en un aula de infantil de cuatro años (en un centro de la provincia de Castellón) durante dos semanas del curso aca-démico 2017-2018. Se ha obtenido un resultado óptimo que se refleja en las diferentes evidencias recogidas durante el proyecto. A modo de conclusión resaltar el potencial de los cuentos clásicos para trabajar valores en la etapa de educación

This article discusses the barriers to school continuation for pregnant girls and young mothers living in low-income and marginalized contexts in Nairobi, Kenya. In the article, I suggest adopting a girl-centered framework in the policy formulation process (Moletsane, Mitchell, & Lewin, 2015). This perspective puts girls' voices at the center of the policy formulation process to help address the persistent gender inequality in education through problem identification and an exploration of ways to combat the challenges faced by girls. The article, which analyzes studies of government's education policies, is supported by data from my recent fieldwork investigating young mothers' challenges to school continuation and re-entry in Kenya, within the context of Kenya's re-entry and continuation policy effected in 1994. I discuss the school re-entry and continuation policies in low-income contexts using the framework of critical feminism. I argue that there is need to integrate multi-pronged, participatory and feminist frameworks to promote systematic government educational policy reforms to shore up gender equality (King & Winthrop, 2015). To support this argument, I develop three main claims: (a) broad conceptualization of the causes of teenage pregnancy will promote the use of multi-pronged approaches to the design of school re-entry and continuation policies; (b) formulation and implementation of any robust policies on re-entry and continuation require strong integration of the voices, perspectives and the lived experiences of pregnant teenage girls and young mothers; and (c) the use of participatory visual methodologies will give voice to pregnant girls and young mothers, and promote policy dialogue while at the same time empowering them and spurring their agency to become part of policy formulation and implementation.