The SAGE Handbook of Gender and Education brings together leading scholars on gender and education to provide an up-to-date and broad-ranging guide to the field. It is a comprehensive overview of different theoretical positions on equity issues in schools. The contributions cover all sectors of education from early years to higher education; curriculum subjects; methodological and theoretical perspectives; and gender identities in education. Each chapter reviews, synthesises, and provides a critical interrogation of key contemporary themes in education. This approach ensures that the book will be an indispensable source of reference for a wide range of readers: students, academics and practitioners.
Chapter 8: Gender and Movement in Social Policy
Gender and Movement in Social Policy
A short chapter cannot possibly cover all the complexities of gender policy and its processes and outcomes, for, as Francis and Skelton (2005: 37) note, ‘policy on gender is not uniform in content or focus across countries in the Western world’. There is already a considerable amount of work that looks critically and comparatively at education policy and reform in general terms (Lewin, 2001; Zajda, 2005). There is also a substantial body of work that concentrates on gender policy in different national contexts (Kenway, 1990; Datnow, 1998; O'Connor et al., 1999; Erskine and Wilson, 1999; Salisbury and Riddell, 2000). Therefore, in this chapter, I want to explore gender policy from a critical policy analysis ...