Moving Away from “Failing Boys” and “Passive Girls”: Gender meta-narratives in gender equity policies for Australian schools and why micro-narratives provide a better policy model-Reference-Cited by-同舟云学术

Moving Away from “Failing Boys” and “Passive Girls”: Gender meta-narratives in gender equity policies for Australian schools and why micro-narratives provide a better policy model

Published:2006-12 Issue:4 Volume:27 Page:475-494
ISSN:0159-6306
Container-title:Discourse: Studies in the Cultural Politics of Education
language:en
Short-container-title:Discourse: Studies in the Cultural Politics of Education

Author:

O'Donovan Denis

Publisher

Informa UK Limited

Subject

Linguistics and Language,Social Sciences (miscellaneous),Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/01596300600988655

Reference47 articles.

1. Ailwood , J. (1998) . Policy and the discourse of girls in schools: A critical discourse analysis of gender equity: A framework for Australian schools . Honours thesis, University of Queensland, Brisbane, Australia .

2. The Endgame for National Girls' Schooling Policies in Australia?

3. Australian Education Union ( 2005 , July 6 ).Gender equity—Boys’ education and male teachers. Retrieved July 28, 2005, from http://www.aeufederal.org.au/Debates/GendEquity.html

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