By Jill Blackmore
Answering again exposes the volatility of gender reform in lots of assorted faculties and school rooms. It tells tales in pack up and from under, permitting all people to speak: nervous boys, naughty ladies, cantankerous lecturers, pontificating principals and feisty feminists. This booklet demanding situations many sacred principles approximately gender reform in faculties and may shock and unsettle lecturers and researchers. It attracts on a deep wisdom of gender concerns in colleges and of feminist theories, guidelines and practices. it really is compelling and provocative studying on the cutting edge.
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Additional info for Answering Back: Girls, Boys, Teachers and Feminism in Schools
Many students, teachers and parents defended the three boys, constructing them as victims of female paranoia and incapacity to deal with normal student peer cultures in which ‘boys will be boys’. Thus sexual harassment was psychologised as the girls’ problem, an attitude exacerbated by the procedures adopted. A psychologist was brought in to counsel the girls, but not the boys. It was as if ‘there was something wrong with us’. ’ Georgie has learned ‘that I don’t have to take that sort of shit any more.
In something of a role reversal, Ted suggests that, ‘some of the kids that I teach are very aware of what can be classed as sexist comments and keep me on my toes. ’ Stereotyping in the media is part of the lower school English curriculum, says Beth: We talk about stereotyping in advertising—male and female roles as portrayed through the advertisements—and look at the changing role of men and women in advertisements because of the changing role of men and women in society. According to Ted, the teacher ‘tends to take a devil’s advocate role’ in the ensuing discussions although, given his previous comment, it isn’t clear what this might mean.
Ken feels that, since the girls have come in, the boys have: …all slipped back to their levels, and yeah, it’s a bit disappointing…they just don’t hand up assignments and they don’t come to class. And when they do they’re not interested or in the mood to do anything. However, from the point of view of the bemused boys in Ken’s class, the opposite is true. ’ They are all very clear that they try a lot harder academically with girls in the class. They feel that had the class remained single-sex then their marks would have fallen as they would have just ‘mucked around’ all the time.
Answering Back: Girls, Boys, Teachers and Feminism in Schools by Jill Blackmore