Faculty of Education - Research Publications
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Item[Review of the book Knowing women: origins of women's education in nineteenth-century Australia](Cambridge University Press, 1997)The article reviews the book "Knowing Women: Origins of Women's Education in Nineteenth-Century Australia" by Marjorie Theobald.
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ItemConstructing and deconstructing 'girls' as a category of concern in education - reflections on two decades of research and reform(Falmer Press, 1998)In the 1970s, many countries began to initiate projects of reform for girls and women in education. In the decades that followed, a large and diverse body of feminist research on education was developed. And, at the turn of the century, the media and education policy-makers are raising new questions about what has taken place: have the aims of reform now been achieved? have feminist agendas 'gone too far'? is it boys who now deserve special attention? should economic agendas replace social concerns in constructions of education policy? This chapter reviews some of the ways of thinking and types of initiatives that have taken place in Australia since the early 1970s.
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ItemResearch methodology, education and theoretical fashions: constructing a methodology course in an era of deconstruction(Taylor & Francis, 1997)In this article a case is made both for the utility of deconstructive questions, and also for the danger of taking such questions as a sole or over-riding methodological agenda in education. The discussion is mounted by attention to grounded contexts and dilemmas rather than by a commitment to abstract concerns about ‘power’ or ‘Other’ or ‘polyphony of voices’. The framing dilemma is how one might construct a research methodology course that is neither positivist, relativist, nor reifying of current theory as an enduring answer for students. The article takes two substantive fields of inquiry in education (inequality and access in education, and research on gender and education) to argue that following through some substantive issues for educational research can provide ways of thinking about the relative merits, power, pertinence and relationships between quantitative, qualitative and deconstructive agendas. Finally, the article outlines a research methodology course constructed by the author to attempt to put in practical form the assumptions about education and research methodology which are argued in this article.
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ItemExploring positive cross-gender peer relations – year 10 students’ perspectives on cross-gender friendships( 1999-12)Much of the current academic and policy literature on gender and inclusive education calls for schools and teachers to move towards understanding gender as a multi-dimensional process of negotiated social relations that is informed by a range of discursive practices—but how students themselves are able to conceptualise gender relations in these ways is under researched. This paper reports on an aspect of an exploratory study that had as its focus students’ perceptions of cross cultural and cross gender friendships. This project, funded by a small Australian Research Council grant from La Trobe University, began with surveys of year 10 students at two schools that have previously participated in gender reform projects. Those students who indicated they had cross category friendships were then interviewed to elicit narratives that depict their perspectives on these friendships. Teacher interviews were also conducted to enable a fuller reading both of the practices of schools and the ways these practices are read by students as compared with teachers. This paper will consider some students’ narrative accounts of one aspect of this study, the cross-gender friendships.