This collection establishes a highly topical, new, international field of study: that of gender, education and citizenship. It brings together for the first time important cutting-edge research on the contribution of the educational system to the formation of male and female citizens. It shows how gender relations operate behind apparently neutral concepts of liberal democratic citizenship and citizenship education.
The editors asked leading international educationalists to describe the theoretical frameworks and methodologies they used to research gender and citizenship.
Challenging Democracy suggests ways in which the educational system could help develop genuinely inclusive democratic societies in which men and women play an equal role in shaping the meaning of citizenship.
Notes on contributors viii Acknowledgements xiv Introduction 1(18) Madeleine Arnot Jo-Anne Dillabough PART 1 Discursive framings of female citizenship and female education 19(84) Feminist political frameworks: new approaches to the study of gender, citizenship and education 21(20) Jo-Anne Dillabough Madeleine Arnot Citizenship, identity and social justice: the intersection of feminist and post-colonial discourses 41(17) Ann Brooks Redefining citizenship: Black women educators and `the third space 58(15) Heidi Safia Mirza Diane Reay Embodied identity: citizenship education for American girls 73(14) Lynda Stone Transnational visions of the 1990s: contrasting views of women, education and citizenship 87(16) Elaine Unterhalter PART 2 Teachers identities and public identifications 103(82) Motherhood and citizenship: educational conflicts in Portugal 105(17) Helena C. Araujo No women wanted on the social frontier: gender, citizenship and progressive education 122(16) Kathleen Weiler Student teachers representations of citizenship: a comparative perspective 138(23) G. Ivinson M. Arnot H. Araujo K. Deliyanni A. Tome Women in teacher education: their struggles for inclusion as `citizen-workers in late modernity 161(24) Jo-Anne Dillabough PART 3 Schooling and the construction of the gendered citizen 185(72) From pupil to citizen: a gendered route 187(16) Tuula Gordon Janet Holland Elina Lahelma Is female educational `success destabilising the male learner-citizen? 203(13) Victoria Foster Discipline and democracy: race, gender, school sanctions and control 216(22) Christine Callender Cecile Wright Young women in Argentina: citizenship representations and practices in the context of transition 238(19) Gloria Bonder PART 4 Citizenship education and new democratic agendas 257(73) Sexuality and citizenship education 259(19) Sue Lees The civil school and civil society: gender, democracy and development 278(19) Lynn Davies Defining a civic agenda: citizenship and gender equality in post-apartheid education 297(15) Penny Enslin Cyberfeminism and citizenship? Challenging the political imaginary 312(18) Jane Kenway Diana Langmead Index 330
Madeleine Arnot is a Fellow of Jesus College and University Lecturer in the School of Education at Cambridge University. Recent publications include co-editing Feminism and Social Justice in Education: international perspectives (1993) and co-authoring Closing of the Gender Gap: postwar education and social change (1999)., Jo-Anne Dillabough is an Assistant Professor at the Ontario Institute for Studies in Education, University of Toronto. She has published widely on gender theory and teacher education and is currently writing a book on cultural identities and political communities in Canadian schools.
