This new volume in our Policy and Practice series deals with questions raised by the specific issue of gender in education, which is both complex and complicated. Should education and schooling differentiate on gender grounds? If so, how might this be achieved in practice, particularly through classroom strategies, and with what expected outcomes? The discussion is located in a consideration of the international literature on gender-related issues. It reflects local work and understandings derived from a recent research project undertaken on behalf of the Scottish Executive which demonstrates the political as well as the educational importance of the theme. Christine Forde and her contributors, based at the Universities of Glasgow and Strathclyde, succeed in raising the pertinent issues by considering how the question of gender relates to other important factors such as social class, race, sexuality and disability. The contributors describe and critique a range of strategies that may be adopted by schools and early years' establishments to raise the achievement of both girls and boys within the overall framework of inclusive education. The book draws on a number of case studies conducted as part of their research and the contributors appraise some of the approaches and strategies being adopted now.
|Dr Jim O'Brien||Professor Christine Forde|
|Vice Dean and Director,||Department of Educational Studies,|
|Centre for Educational Leadership,||Faculty ofEducation,|
|Moray House School ofEducation,||The University of Glasgow|
|The University of Edinburgh|