Gendered education : sociological reflections on women, teaching, and feminism
Author(s)
Bibliographic Information
Gendered education : sociological reflections on women, teaching, and feminism
(Modern educational thought / series editor, Andy Hargreaves)
Open University Press, 1994
- : pbk
Available at 22 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. [160]-180), and name and subject indexes
Description and Table of Contents
- Volume
-
: pbk ISBN 9780335190591
Description
Addresses invisibilities and inequities in the sociology of education, the careers of women teachers and the experiences of women academics. The author examines the development of the sociology of women's education and considers whether gender equity in education is feasible.
- Volume
-
ISBN 9780335190607
Description
Sandra Acker explores fundamental themes in the study of women and education. With arguments grounded in sound scholarship and empirical evidence, and a style that is clear and accessible without minimizing the complexities behind the issues, she addresses invisibilities and inequities in the sociology of education, the careers of women teachers and the experiences of women academics. She examines the development of the sociology of women's education, assesses the contributions of feminist theory and feminist research to educational enquiry, and considers whether gender equity in education is nearly with us or still a feminist fantasy. Sandra Acker is interested in understanding when work settings facilitate or limit scholarship, beliefs and careers; why feminism is resisted by teachers and educational policy-makers; and how gender can be made central to scholarship.
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