2013-06-19T08:27:24-04:00 Triona Kennedy http://www.huffingtonpost.co.uk/author/index.php?author=triona-kennedy Copyright 2008, HuffingtonPost.com, Inc. HuffingtonPost Blogger Feed for Triona Kennedy Good old fashioned elbow grease. tag:www.huffingtonpost.com,2011:/theblog//3.1141778 2011-12-11T11:05:10-05:00 2012-02-10T05:12:01-05:00

Triona Kennedy http://www.huffingtonpost.com/triona-kennedy/ A WEEK IN GENDER AND SCHOOLING

If you're in any way involved in issues of gender and education, this has been an interesting week. Most positive has been the number of voices in government and the media calling for proper attention to gender equality issues in schooling.


GENDER STUDIES IN SCHOOLS IS NOW ON THE AGENDA

Since May 2011, The Astell Project has been calling for Women and Gender Studies in schools and for gender mainstreaming commitments to be met in the official - and unofficial - schools' curricula. The Project was borne out of concern that policymakers and teachers were losing sight of the challenges young women and girls face in school, and foisting all the responsibility for addressing those problems onto girls, be it young men and boys' violence towards them, sexual bullying and objectification via "sexting," the dearth of women's perspectives and contributions throughout the curriculum, or the added pressure to conform to feminine body and behaviour norms while achieving academically.

The Project recognises the need for young men and boys to have the space and support to analyse the pressures to conform to conventional masculinity, with its emphasis on unearned privilege, loyalty and obedience over critical thinking, competitiveness, aggression and emotional disconnect. Any young man who leaves school without having looked at the ways our culture conditions him to see women as inferior beings has missed out on crucial understanding that will help him to have healthy social, professional and intimate relationships with women and girls. Gender Studies are important for girls and boys.

With these aims in view, it is welcome news that the Home Office's latest report indicates that the Department for Education is "consider[ing], as part of [its] internal review of PSHE education, the teaching of equality and diversity, including transgender equality." Making schools safer and more supportive for young people who cannot or will not conform to the gender regime is an ethical and legal obligation under the Equality Duty. While it may be too early to celebrate, the fact that the Coalition has acknowledged the role of education in meeting that duty, and has revived the idea of Gender Studies in schools, is a crucial step in the right direction.

Tom Whitehead in the Telegraph was, predictably, sceptical. He related the concerns of a parents' advocacy group which doubts the relevance of trans issues to the majority of pupils. This objection to Gender Studies as irrelevant to majority groups echoes a similar one, from 2009, that such teaching would fail to address 'honour' violence and was therefore - according to a Tory MP - "pointless." Such conservative responses miss the point that gender inequality affects everyone. The Home Office responded sensibly that domestic and sexual violence is "a problem which affects women from all backgrounds and many nationalities."


WHAT'S MOST IMPORTANT IN THE LEANER CURRICULUM?

After the deadline passed for this stage of the government's consultation review on the National Curriculum, the highly regarded Gender and Education Association blogged about their response. Policy officer Miriam David called for PSHE and SRE to have a stronger role across the curriculum with a focus on "gender equality in families, employment and careers, as well as gender sensitivity in public and private situations."

This is, in essence, a clear articulation of the need for existing gender mainstreaming duties to be met. I could not agree more that we can't teach about work, sex and relationships without looking at the gendered power relations that delimit our choices. However, as it stands, gender is not even addressed in the training of teachers who deliver the curriculum. Without dedicating compulsory classroom time to gender as a high-status area of study in its own right, there is a predictable, cultural tendency for gender inequality to slide out of view. That is why, in addition to calling for gender mainstreaming, The Astell Project wants to see Women and Gender Studies in the curriculum. The Equality Duty demands it.

In what can only be described as a notable oversight - and an example of the way in which gender is rendered invisible - the PSHE Association's response didn't refer to gender or to issues specific to women and girls at all. If this were a tweet, and if I didn't see how serious the lack of attention to gender issues in schools is for girls in particular, I might deploy the ironic epithet "Fail."


FEMINISTS GATHERING

At the Institute of Education, academics and campaigners convened for an international conference on the theme of the "sexualisation" of culture, organised by redoubtable gender and education scholars, Jessica Ringrose, Emma Renold and Meg Barker. The focus was on developing more nuanced public debates in response to a changing cultural landscape in which norms around sexuality are shifting. This was followed by a more low-key conference organised by Dr Julia Long and Gail Dines which focussed on the harm caused by the "pornification" of mainstream society and on strategies for activists. Women, young and old, spoke powerfully about their lived experiences of work and relationships in a society steeped in gender inequality and damaging myths about human sexuality.

What struck me at both conferences was the number of times attendees spoke of the need for education to provide girls and boys with alternative ways of looking at aspects of the culture that are deemed "normal." Increasingly, teaching about gender is being looked to as a way to make progress in a culture that continues to normalise men and boys' social, symbolic, physical and emotional violence against women and girls. If you are in any doubt that that is the case, I would urge you to consider the University of Surrey's report on the similarities between language used in widely available, mainstream 'lad's mags' and that used by convicted rapists.


GENDER AND SCHOOLING IN THE NEWS

Sarah Evans, Principal of the King Edward VI High School for Girls, wrote in her column for the Birmingham Post that although the compulsory inclusion of gender studies in the curriculum would be "an excellent outcome", she is conflicted about supporting The Astell Project's campaign in case Arts and Humanities subjects are jettisoned in favour of Women and Gender Studies. Realistically, neither the Department of Education nor schools will be faced with choosing between English, History and Art, on the one hand, and Gender Studies, Sex and Relationships Education and Citizenship, on the other. I hope she will change her mind.

The day after this piece was published, an article by Anna Davis in the London Evening Standard profiled the views of Dr Helen Wright, president of the Girls' Schools Association and head of St Mary's Calne independent school in Wiltshire. Dr Wright is quoted as saying that sexism remains pervasive, despite lip service paid to the idea of gender equality, and that schools should prepare girls to combat sexism. So apt were her words, I quote them in full:

"If we don't stand up and say something it can be brushed under the carpet and people can say it doesn't exist. Laws are one thing but people's perceptions are another. There is a real danger in us not being critical of the underlying ideology. We tread a fine line in schools because we are emboldening girls to be anything they want to be. But if we don't say there is still a job to do to push boundaries, we are doing them a disservice. We should tell them to be prepared - but go and do it anyway."

It is encouraging to hear a respected leader in education speak out about this contradiction at the heart of our approach to education policy and delivery. I'm glad she wants to see girls educated to combat sexism and I agree with her. However, this picture isn't complete without calling for boys to be educated in how not to be sexist, in how to be critical of ideologies they are expected to take as sacrosanct. After all, it isn't only women's quality of life that improves where men see them as fellow human beings and abandon masculinities that lead them into fantasies of perpetual warfare, struggling to attain an inhuman ideal of manhood.

It is also less than encouraging that this proponent of women's advancement spoke out before leaving England to work in Australia. It rates more highly than the UK on the Equality Index. Perhaps Dr Wright has had enough of the pushback against those who identify gender inequality and sexism in British education and culture, and demand change? Or perhaps it's the way that the conservative press manages to turn any attempt to stand up for girls into an excuse to lambast and further stereotype them, steadfastly ignoring the need to get men and boys to question and to change their behaviour? Or perhaps she has finally realized the limitations of an approach that puts girls in the spotlight in a way that leaves the dynamic roles of men and boys free of scrutiny.

At any rate, raising sexism is a risky undertaking in a society that insists, contrary to the evidence, that we have reached a post-feminist moment. Consider Kerra Maddern who reported in the Times Education Supplement on a speech to NASUWT by Stephen Hillier, chief executive of the Training and Development Agency for Schools. Her article drew attention to the way in which headteachers shun women returning to teaching after having children, while carefully avoiding naming this practice explicitly. The TES editors rightly identified this practise as sexist in the headline. Sensing that they had stepped too close to the fire, Mr Hiller and his employers required the TES to "clarify" that he wasn't characterising those practices as sexist. "Out of date" is a helpful euphemism for what I prefer to call 'enforcing sexist stereotypes that belong in the past, unlawfully discriminate against women and make us the embarrassment of Europe.'

This is but one example of how gender inequality is made invisible. Point out where and how employment practises keep women in low pay brackets and out of leadership positions, or how occupations primarily undertaken by women are deemed low-status for that reason alone, and you will be censured for drawing attention to the elephant in the room. Such censure helps to ensure that women and girls continue to be denied fair treatment by educators, employers, producers of culture and partners.

The Home Office has shown, this week, that it recognises gender inequality is a problem and education is an important part of the solution. The Scandinavians are leagues ahead. Let's put our energies into trying to catch up with them instead of denying that we have a serious problem on that front. ]]> tag:www.huffingtonpost.com,2011:/theblog//3.1111718 2011-11-29T07:25:22-05:00 2012-01-29T05:12:01-05:00

Triona Kennedy http://www.huffingtonpost.com/triona-kennedy/ strike action over cuts to teachers' pensions is a somewhat more resonant issue.

Even so, I just want to tap you on the (virtual) shoulder to let you know that you still have time to submit your views to the Department of Eduction here. Teachers and parents' views are sought.

Why is this worth your time? Well, it's an opportunity to tell the government which elements of the National Curriculum you think are indispensable "core knowledge," and why.

This is of interest to anyone who teaches Personal, Social, Health and Economics subjects, including Sex and Relationships, and Citizenship. Did a shudder run through you when Nadine Dorries made the latest - and not the last - assault on gender equality with her proposal for abstinence education for girls only? Please speak up now, as those who struggle to grasp the importance of including boys in progressive approaches to SRE probably will.

It's of interest to anyone who aims to bring feminism into their classroom and to teach the curriculum in a way that minimises gender bias. Have you noticed that the contributions of women scientists or historical figures are glossed over or relegated to the sidebars of textbooks? Here's an opportunity to tell the government that knowledge generated by women is core knowledge, as is a critical look at why it is so often minimised and erased. Paying lip service to women's contributions is not gender mainstreaming.

It matters to any parent who expects social justice and critical thinking to be essential aspects of schooling. Are you delighted that a teacher in your child's school is teaching Citizenship by getting pupils to write letters for Amnesty? Has your child given you good feedback about a drama workshop on domestic violence or bullying? Let the government know that this matters to you, your family and community.

It matters to parents who don't want official and unofficial curricula which school their offspring in ways that compound prejudice and privilege. Against the backdrop of austerity measures turning the clock back on gender equality, decreasing social mobility and restricted access to higher education it's more important than ever that young people - and, indeed, teachers - are given the space and support to analyse the myths, customs and aspects of culture that cause demoralisation, division and discord. Applying a gender lens to cultural practices can be very revealing. We can ask for Gender Studies in the curriculum.

Do you recognise yourself here? If so, perhaps you may want to participate in the consultation. You don't need to answer all the questions, just the ones relevant to your interest and experience.

I'd be interested to hear from anyone who decides to put their views on the record. ]]> tag:www.huffingtonpost.com,2011:/theblog//3.1083531 2011-11-09T06:47:14-05:00 2012-01-09T05:12:02-05:00

Triona Kennedy http://www.huffingtonpost.com/triona-kennedy/
Behold the "Master Teacher."

He's the guy you want to be, apparently. According to the Department for Education, "these new higher-level standards should define the standards of those teachers whose practice is regarded as outstanding." Aspiring to mere excellence, it seems, lacks vertical thrust.

Unsurprisingly, the proposal has met with scepticism. Christine Blower of the National Union of Teachers, commented to the effect that, while the new standards capture what good teachers already do, the Master Teacher ethos is sexist and anachronistic. The majority of teachers are women, so requiring them to embody the ideals of a fictional boys' public schoolmaster, and sentimental Victorian everyman, from the 1930's novel Goodbye, Mr Chips, raises a raft of gender issues.

Popular cant tells us "feminised" schooling disadvantages boys. The contradictions in that story belie the anxieties driving it. Hands are wrung over the perceived lack of Jeremy Clarksonism in teaching methods and curriculum content. At the same time, there is a wish to contain and channel the hypermasculinity associated with disrupting lessons, abusive behaviour, going NEET and joining gangs. Either way, the remedy is more machismo in the classroom. Never mind the effect on women teachers, girl pupils and boys who can't or won't join in.

The naïve response remains to push for more men teachers to act as "role models." Unless he wants to be one of the lads, or to bully them, a male teacher will tend to embody the diligence and sensitivity that champions of oppositional gender roles would deride as "feminine." If decent teachers - women and men - posses those qualities, where is the basis for hiring more men? The only justification is the discredited belief that importing male authority figures to engage in power struggles with the most challenging boys can tamp down, rather than ramp up, aggression.

Look out, though. The new standards set us up neatly for the next stage in the privatisation of state schools. The image of the Victorian gentleman scholar in the classroom heralds the restoration of the "natural" order. Stable hierarchies of gender, class and race may comfort those unable to imagine a more equitable and inclusive society, but they send a chill through the rest of us.

Why, in 2011, are the government even considering measuring the professional attainment of teachers against a disciplinarian, public school, male standard that excludes - for starters - anyone doing their best to teach poor and ethnic minority pupils in under-resourced schools? It seems particularly galling given that, rather than direct resources to existing schools in deprived areas, funding has been channelled into setting up Free Schools and Academies to compete with them in arigged game.

The sexist language of the Master Teacher initiative signals that it is driven by the same neglect of womens' social needs that drives the cuts. Changing the title to, say, "Premium Teacher" won't uproot the ideology, even if a tweak would marginally increase support from a dwindling group of women. Although fully aware of womens' outrage at policies that disproportionately impact upon us, the Tories remain uninterested in joining the dots when it comes to gender equality.

There is, thankfully, an approach that sidesteps all that rightwing baggage. The draft proposal says:

"Master Teachers make critical use of relevant pedagogic developments and techniques."

Under this definition, an outstanding teacher would be one who has absorbed the importance of a critical approach to gender in education. Under this definition, a teacher like Ileana Jimenez would be nationally lauded for excellence in supporting pupils as they develop critical skills in relation to gender. Elly Barnes would not only top the Independent Pink List for her proactive approach to eliminating homophobia and cultivating diversity, she would be promoted as a model for teachers to aspire to. Teachers like Zoe Eaves, who see patiently challenging gender stereotypes as integral to their classroom practise, would become the norm.

Feminists have long been interested in the connection between male supremacist ideologies and increased violence towards and discrimination against women and girls. Policies that render women invisible or present "feminisation" as the problem, rather than an essential part of the solution, are the cornerstones of a culture that tolerates gender inequality and damaging attitudes towards women teachers and girl pupils alike.

Gove has made his disrespect for women teachers explicit. The cultural creep in the direction of a dusted-down patriarchy, laid out by his party, is cause for serious concern. Democracy and the rule of law require a more adaptive and inclusive approach. If not, it's women and girls who will pay the price.]]>