The curriculum of privilege: elite private boys’ school alumni’s engagements with gender justice

Charles, Claire E.; Variyan, George; McKnight, Lucinda

doi:10.1007/s13384-023-00665-1

Cited by 1 publication

(1 citation statement)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Current gender justice initiatives involving boys and men do not provide insight into how and why different groups of men might hold certain views or consider classed masculinities. Claire Charles, George Variyan and Lucinda McKnight respond to this research gap by drawing on interview data with former elite private boys who graduated between the 1970s and 2000s in 'The curriculum of privilege: elite private boys' school alumni's engagements with gender justice' (Charles et al, 2024). Their paper uses the term 'curriculum of privilege' to refer to the complex ecologies through which these men configure their masculinities, including experiences in their former schools and beyond, such as family life, interpersonal relationships, work, and popular culture.…”

Section: Research In/about/for Gender Justice and Schoolingmentioning

confidence: 99%

Gender and schooling in Australia

Gannon,

Higham,

Smith

2024

Aust. Educ. Res.

View full text Add to dashboard Cite

This special issue presents a collection of recent papers drawing on qualitative research in and about schooling in Australia and the ways in which gender-related issues in the broadest sense continue to shape people’s educational experiences. These papers from the present are positioned in relation to the long histories of policy and research attention to gender equity in Australian education. We set the context for work in the present by scanning the past, noting the ambitions, the gaps and the failures of earlier policies, and drawing attention to the quality and volume of research that has previously been undertaken in this area. We explore the current policy vacuum regarding gender to consider some of the pressures and complexities that have led to the erasure or avoidance of gender-related issues. Each of the papers that form this special issue demonstrate—despite different methods, theoretical frameworks, settings and participant cohorts—how stereotypes and limitations circulate in everyday life in schools and beyond them, and how these impact on people. They each explore from a different starting point how gender injustices are perpetuated and produced, in often subtle and nuanced ways that require concerted effort to unpack. They simultaneously offer insights into the critical and creative ways that young people and those around them are reconfiguring gender and seeking more hopeful and more equitable educational experiences and outcomes. Collectively, the papers that form this special issue advocate for policies and practices that embrace the complexities of young people's lives and are oriented towards inclusive and equitable educational environments.

show abstract

Section: Research In/about/for Gender Justice and Schoolingmentioning

confidence: 99%