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Australië is een van de weinige staten die een federaal overheidsbeleid heeft, gericht op het onderwijs van jongens. De auteur, die zich inschrijft in de pro-feministische mannenbeweging, meent dat er wel degelijk een probleem kan zijn met de invulling en de beleving van het begrip 'mannelijkheid' door jongens. Hij schetst de evolutie in de onderwijsdebatten, waar het zwaartepunt meer en meer bij de jongens kwam te liggen. De topic is de leerachterstand van jongens. Hoe ze dit aanpakken in Australië wordt in deze publicatie beschreven. Een beleid ontstaat niet in het luchtledige. Daarom is het nuttig de historische en culturele context te schetsen waaruit het huidig onderwijsbeleid is gegroeid. In verdere hoofdstukken wordt beschreven wat de mogelijke oorzaken voor de slechtere prestaties zijn en hoe scholen tegemoet kunnen komen aan de noden van jongens.

Developmental psychology --- Sociology of the family. Sociology of sexuality --- Social policy --- Teaching --- Gender --- Boys --- Education --- Government policy --- Book --- United States of America --- Australia

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School children --- Food --- Government policy --- Elementary school students --- Primary school students --- Pupils --- Schoolchildren --- Children --- Students --- Education --- Alimentació dels escolars --- Política governamental --- Gran Bretanya --- Estats Units d'Amèrica --- Planificació governamental --- Planificacio política --- Política pública --- Polítiques governamentals --- Polítiques públiques --- Programes governamentals --- Administració pública --- Planificació --- Anàlisi d'impacte (Política governamental) --- Política ambiental --- Política migratòria --- Política --- Alimentació escolar --- Aliments per a escolars --- Berenars per a escolars --- Desdejuni escolar --- Dinars escolars --- Menjars per a escolars --- Alimentació infantil --- Menjadors escolars --- E.U.A. --- EE.UU. --- EUA --- Estados Unidos de América --- Estats Units --- U.S.A. --- United States --- United States of America --- USA --- Amèrica del Nord --- Alabama --- Alaska --- Arizona --- Arkansas --- Califòrnia --- Carolina del Nord --- Carolina del Sud --- Colorado --- Connecticut --- Dakota del Nord --- Dakota del Sud --- Delaware --- Florida --- Geòrgia --- Guadalupe Mountains (Estats Units d'Amèrica : Serralada) --- Hawaii --- Idaho --- Illinois --- Indiana --- Iowa --- Kansas --- Kentucky --- Louisiana --- Maine --- Maryland --- Massachusetts --- Michigan --- Minnesota --- Mississipí --- Missouri --- Montana --- Nebraska --- Nevada --- Nou Hampshire --- Nou Mèxic --- Nova Jersey --- Nova York (Estat) --- Oest (Estats Units d'Amèrica) --- Ohio --- Oklahoma --- Oregon --- Pennsilvània --- Rhode Island --- Tennessee --- Texas --- Utah --- Vermont --- Virgínia --- Virgínia de l'Oest --- Washington (Districte de Colúmbia) --- Washington (Estat) --- Wisconsin --- Wyoming --- Yellowstone National Park --- Britain --- Britània (Província romana) --- Britannia --- Regne Unit --- Regne Unit de la Gran Bretanya i Irlanda del Nord --- United Kingdom of Great Britain and Northern Ireland --- Europa occidental --- Països de la Unió Europea --- Anglaterra --- Bermudes --- Escòcia --- Gal·les --- Gibraltar --- Illes Verges Britàniques --- Irlanda del Nord --- Man (Gran Bretanya : Illa) --- Malvines (Arxipèlag) --- Illes Britàniques --- Est (Estats Units d'Amèrica)

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Gender studies are a key lens through which education has been examined in the past forty years, having become an accepted and popular subfield in educational foundations studies. Moreover, scholars in gender and education have made tremendous contributions well beyond education, influencing humanities and social sciences scholars across the academy. Hearing the stories of these scholars—their development, education, important works, and thoughts on the future—offers unique insights into the genesis and growth of the field and gives new scholars an overview of advances made. Leaders in Gender and Education: Intellectual Self-Portrais does just that, showing the history of gender and education through the eyes of 16 of its leaders. By recounting their experiences and scholarly work, they trace the development of feminist and profeminist research on girls, on boys, and on the issues shaping both gender and education—issues like race, sexuality, neoliberalism, globalization, and more. Importantly, the volume has a global focus, including scholars from the United States, Canada, the United Kingdom, and Australia. This diversity gives readers a broad sense of the progress of gender scholarship in education around the world. Each essay provides students and researchers alike with not only background on the 16 scholars included, but also the lists of major works—chosen by contributors themselves—direct readers to some of the most important scholarship on gender and education. Taken together, further, the contributors’ thoughts on the future of the field provide glimpses of productive directions for studies of gender and education.

Teaching --- onderwijs --- gender --- Gender identity in education. --- Sex differences in education.

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This book delves into the heated political battles over what kids eat at school, shedding light onto how policymakers craft food policy for schools. The book takes readers inside schools, through the history of school food programs in the United States and England, and into the policy terrain that makes school lunch difficult to change. Through diverse case studies-hungry linebackers, pink slime, English reality television and policy making, pizza as a vegetable, lunch shaming, and more-chapters provide detailed analysis of rhetorical tactics, arguments over, and policy for school feeding. The book concludes with a progressive vision of school food that is healthy, pleasurable, educative, shame-free, and, most importantly, free for all students, just like the rest of school. Marcus B. Weaver-Hightower is Professor of Foundations of Education at Virginia Tech. He was previously professor of Educational Foundations and Research at the University of North Dakota and Fulbright grantee to Australia. He is author of How to Write Qualitative Research, The Politics of Policy in Boys' Education, and several collections.

Philosophy --- Developmental psychology --- Age group sociology --- Sociology of education --- Teaching --- Educational sciences --- onderwijspolitiek --- onderwijsfilosofie --- kinderen --- onderwijs --- opvoeding --- School children --- Alimentació dels escolars --- Política governamental --- Food --- Government policy --- Gran Bretanya --- Estats Units d'Amèrica

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Er is al heel wat inkt gevloeid over onderwijs aan jongens. De problemen zijn gekend, de pedagogische antwoorden hierop zijn niet altijd eenduidig. Het is een complex verhaal. De meeste literatuur hierover ging er meestal vanuit dat er essentiële verschillen zijn in leerstijlen tussen jongens en meisjes. Om aan de specifieke noden en problemen van jongens tegemoet te komen werd er dan gepleit voor een "jongens vriendelijk" curriculum, voor meer mannelijke leerkrachten en voor gescheiden onderwijs. De auteurs in deze verzameling essays vinden dat deze benadering streeft naar een te eenzijdige visie op jongens. De onderlinge verschillen tussen jongens worden hierdoor niet onderkend. Zij argumenteren voor een pedagogie die de capaciteiten van elke leerling ongeacht hun verschillen of achtergrond, ten volle aanspreekt en ontwikkelt.

Developmental psychology --- Primary groups --- Social policy --- Teaching --- Secondary education --- Boys --- Teachers --- Masculinity --- Education --- Government policy --- Friendships --- Blackness --- Book --- Great Britain --- United States of America --- Australia