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By Mike Cole

A entire learn and reference e-book on human rights and their courting to schooling. Race, incapacity, gender, sexuality and social category are all coated in a structure that might make this a useful resource ebook for undergraduate and postgraduate scholars.

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Extra resources for Education, Equality and Human Rights: Issues of Gender, 'Race', Sexuality, Disability and Social Class

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Thus Arnot (1983, p. 71) argues the development of co-educational state comprehensive schools ‘did not represent…a challenge to the reproduction of dominant gender relations but rather a modification of the form of its transmission’. The ubiquity of those relations is borne out by a homily recorded in a comprehensive school in 1978: In assembly the lower school is addressed by the Senior Mistress, Mrs Marks. Pupils are told they will soon be given a form to take home—school wants the phone number of where mother works.

Among historians of women’s education this assumption manifested itself in a focus on separate 21 22 Education, Equality and Human Rights accounts of middle-class schools. For example, there are a number of histories documenting women’s struggle to secure access to secondary and higher education (Bryant, 1979; Kamm, 1965; McWilliams-Tullberg, 1975), as well as more recent accounts of the lifestyle and occupational culture of women teachers in girls’ secondary schools and in higher education (Edwards, 1990; Vicinus, 1985).

23–4). Class and gendered concepts of adult destiny were similarly evident in the curriculum recommendations of the 1959 Crowther Report on the education of fifteen-eighteen-year-olds. In the secondary modern schools (virtually synonymous with working-class schooling), this report suggested that: The prospect of courtship and marriage should rightly influence the education of the adolescent girl…her direct interests in dress and personal experience and the problems of human relationships should be given a central part in her education’ (Crowther Report, p.

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