<i>The Same or Different? Curricular Implications of Feminism and Multiculturalism</i>

Partington, Geoffrey

doi:10.1080/0022027850170304

Cited by 2 publications

(2 citation statements)

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“…The participants of all ages were willing to discuss gender and culture and revisit their beliefs during the interviews, but they did not have the experience of doing so at school. This suggests the need for discussing gender construction and multiculturalism in the classroom (Matuk and Ruggirello 2007;Martino and Pallotta-Chiarolli 2005) as much as their intersection (Keddie 2010;Partington 2006).…”

Section: Discussionmentioning

confidence: 99%

Migrant Girls in Australian Schools: Voicing Their Mathematics Learning Experiences

Jelinic

2022

Academia Letters

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since the 1970s, policies regarding gender equality and multiculturalism had important but limited impact on education. This paper focuses on the schooling experience of girls from Non-English-Speaking Backgrounds (NESB) in different school years, particularly when learning Mathematics. The study identified how the girls relied on peers or previous experiences to navigate the learning space with little school support, despite national and state policies. This research also indicated the importance of considering the girls standpoint and the intersection of gender and multiculturalism when designing and implementing policies, (Reitman 2005, Fraser 2010) explained however that women in minority cultural groups require the accomplishment of fundamental points in both the feminist and multicultural agendas and the consideration for the specific intersection of these agendas in order to achieve social justice.This qualitative study employed Carol Gilligan's Listening Guide (LG), the application of her feminist theory of women's voices in research (Doucet and Mauthner 2008, Brown andGilligan 1993). In the LG, semi-structured interviews are recorded, transcribed and simultaneously listened to and read in four steps that give the basis to the data analysis (Doucet and Mauthner 2008).Semi-structured interviews were conducted with the participant girls (Patti, Idina, Bernadette, Sutton and Marin) and 10 with informants (the girls' parents, siblings and a childcare worker). Informants were interviewed to enrich the participants' stories.The interviews were between one and two hours long in the participants' homes. The interviews sought to listen to their voices to elicit an understanding of the girls' experiences of negotiating gender and multiculturalism at school, what their schools had made available and the difficulties in navigating their intersecting realities. The girls' schools' websites were

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Section: Discussionmentioning

confidence: 99%

Migrant Girls in Australian Schools: Voicing Their Mathematics Learning Experiences

Jelinic

2022

Academia Letters

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“…al, 2001;Clyne et al, 2004;Leeman & Reid, 2006;Partington, 2006;Collins, 2013). The statebased curricula had some anti-racist and social justice elements but they were mainly focused on Anglo-American study material and cultural references with no concessions to some needs of immigrant children (Queensland Board of Teacher Education, 1980;McInerney et al, 2001;Rizvi, 2006;Leeman & Reid, 2006).…”

Section: Responses To Multicultural Claims In Educationmentioning

confidence: 99%

Gender and multiculturalism at school: the NESB girls’ voices

Borges¹,

Flávia²

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Many social justice theories and movements, including feminism(s) and multiculturalism(s) have attempted to promote change by engaging with the state in numerous ways, even if not always with positive results. In Australia both feminism(s) and multiculturalism(s) have been influencing policy since the 1970s, particularly in education. Their contributions were developed mainly in parallel to each other, generating separate policies and initiatives. Over the last 30 years of globalisation of capitalism social inequalities increased and feminism struggled to build common cause with other social change movements, particularly multiculturalism, due to what were identified as competing demands. One of the results was gender equality and multicultural policies and initiatives in education not dialoguing or collaborating in their aims even when targeting support for minority groups such as female students from non-English speaking backgrounds (NESB). This research aimed to understand the educational experience of seven girls from NESB and how they managed challenges as girls and children from NESB, navigating multiculturalism and gender equality projects and concerns. The research utilised a transnational feminist framework and the 'Voice-Centred' relational analysis method (VCR) to maintain the visibility of gender and culture while keeping the girls' voices central. Despite the girls' satisfaction with their current schools, their stories highlighted how school projects to support them are very few and have limited influence on these girls' experiences of multiculturalism and gender. Possibly as a result of this scenario, the girls perceived negotiating culture and gender as private matters. When there were school projects, very little consideration was given to the diversity among these girls including class and visa status. Finally, this research indicates that focusing on the voice of marginalised girls can allow access to knowledge that cannot be acquired in any other way and also it offers insight into ways that multicultural and gender equality agendas can be combined by considering the experiences of the ones most affected by these agendas.3

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The Same or Different? Curricular Implications of Feminism and Multiculturalism

Cited by 2 publications

References 3 publications

Migrant Girls in Australian Schools: Voicing Their Mathematics Learning Experiences

Migrant Girls in Australian Schools: Voicing Their Mathematics Learning Experiences

Gender and multiculturalism at school: the NESB girls’ voices

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