By Marcus B. Weaver-Hightower
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Extra resources for Leaders in Gender and Education: Intellectual Self-Portraits
Boulder, CO: Westview Press. Unterhalter, E. (2007). Gender, schooling and global social justice. London: Routledge. REFERENCES Alvesson, M. & Billing, Y. D. (1996). Understanding gender and organisation. London: Sage. Bacchi, C. (1999). Women, policy and politics: The construction of policy problems. London: Sage. Ball, S. J. (1994). Education reform: A critical and post-structural approach. Buckingham, England: Open University Press. Ball, S. J. (2000). Performativities and fabrications in the education economy: Towards a performative society?
Two of my great-aunts were among the pioneers of women’s higher education in Australia— come to think of it, in the world. Two of the girls married; one looked after her parents and the family home; the eldest went out into the world as a teacher. Great-aunt Maud, whose photograph (looking a bit grim, in her academic gown) I still have on my office wall, became a humanities teacher, and fairly soon a school principal. She read five languages, Latin, Greek, Italian, German and French. After her retirement she travelled to Spain in order to learn a sixth.
It was kind of industrial sociology that located teachers at the centre of major issues about education. Both reports contained a lot about gender. This project was where I really learned about how gender hierarchies are constructed in institutional settings. I 36 EQUAL RIGHTS, TO A CERTAIN EXTENT think the very first use of the term “hegemonic masculinity” was in a booklet we wrote for teachers about gender relations in schools, called Ockers and Discomaniacs. ) And this was where I formulated the idea of “gender regimes” that became important in my theorising and later research.