Edited by Gary Craig
Chapter 25: Challenging inequalities in education: a feminist approach
The idea that gender equality in education has been achieved is a staple of public debate in this age of global neoliberalism. Consequently, educational policies, practices and underpinning research often do not deal explicitly with gender issues, such as sexual abuse, bullying, harassment, rape or violence against women and girls, nor with the more usual issues of the intersections between social class, diversity, ethnicity, racism or sexualities. Changing concepts of gender and sexuality, especially lesbian, gay, bisexual, transsexual, queer, or intersexual are also not usually included in these considerations about educational equality. The assumption that neoliberal education has provided for individual opportunities for all, whether for social class or social mobility, and the gender norms on which they are based, is taken as axiomatic. The chapter argues this kind of educational approach is ‘misogyny masquerading as metrics’ and for changes in the patriarchal rules of the game, including questioning ‘gender norms’ and stereotypical binaries.
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