Book by Weiner Gaby
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"This timely book takes stock of past and present feministeducational thinking and practice in Britain. It is the range and clarity of the descriptions of past feminist activities in education, combined with an unflinching engagement with the complexities of contemporary feminist ideas, that make this book essential reading for a wide range of people. Weiner's style is direct and intellectually interactive." - Gender and Education "Weiner's wealth and variety of experience within the state education systemhas generated an unusually thorough, comprehensive and timely analysis, with a useful index and impressive bibliography." - SocialScience Teacher "As an introduction to the history of feminist educational thought and practice, this is a useful and comprehensive book - British Journal of Educational Psychology (BPS Journal) "...a must for every student interested in educational issues from a feminist point of view." - European Journal of Womens Studies
Gaby Weiner presents an overview of recent developments in feminist educational thinking and practice in Britain, exploring the ethical and professional challenges which now face feminist teachers and educators. The main aim of the text is to introduce issues relating to gender, curriculum, pedagogy and practice. It also affirms the good news of the transformative powers of feminist consciousness as well as the bad news of social inequality.
The author relates feminist thinking and practice to her own autobiographical experiences, to research and practitioner perspectives on gender, and to a variety of teacher and policy gender initiatives. She examines how the curriculum is implicated in the construction of gender relations, for example, in defining gender appropriate behaviour and/or in shaping perceptions of the appropriate place for girls and women in the family, school and employment. Throughout, she offers suggestions for feminist practice and the book concludes with specific proposals for developing educational politics out of poststructural feminism, and for creating a feminist praxis as a basis for feminist action in education.
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