This paper discusses findings from a study funded by the Equality Commission for Northern Ireland (NI) to explore the promotion of gender equity in the classroom and the extent to which initial teacher training and in-service courses address gender issues. Data from a questionnaire survey of 344 teachers and the qualitative dimensions of the study suggest that teachers are generally aware of gender stereotypes in the classroom and that, despite their lack of training in gender issues, where appropriate, most attempt (...) to challenge this type of behaviour. Concern was expressed with the role of teachers in unconsciously perpetuating stereotypes and the extent to which equality issues are directed more towards girls than boys. (shrink)

Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools (...) in Flanders (Belgium). A distinction is made between general schools preparing students for higher education and schools offering technical and vocational education. It is demonstrated that boys' culture is less study oriented than girls' culture and that this difference can be held responsible for the gender differences in achievement, at least in general schools. In technical/vocational schools, boys seem to oppose the study culture. (shrink)

Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers (...) a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action. (shrink)

This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon 'post-modern' conceptualisations of practice, setting these against research concerned with generalisability that (...) veers towards traditional positivist claims. The paper concludes by suggesting that such arguments readily fold back into a conservative empiricism and a more appropriate position should be based upon dialogue across a range of constituents. However, such a notion needs to recognise social antagonism as well as aspirations towards the deepening of notions of social justice. (shrink)

For academics and students, Education Management in Managerialist Times offers a critical guide to existing educational management texts and makes a strong case for redefining educational management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work.

Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers (...) a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action. (shrink)