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Gender and Education for All
THE LEAP TO EQUALITY |
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| Box 4.12. Educational feminism in the United Kingdom | |
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In the United Kingdom, ‘educational feminism’ was central to the post-war era of social democracy. The 1980s was a ‘pivotal decade’ for feminist projects in education in which gender-aware, often highly politicized, teachers became pioneers of anti-sexist and ‘girl-friendly’ education.
At its strongest, the motto of ‘equality of opportunity for all’ called for equality of outcome and gender equality in society. At its weakest, it encouraged the removal of obstacles, barriers and restrictions on girls’ choices. These political platforms were hotly debated in public through the school system and in the media. For girls, in particular, it led to questioning the nature of conventional femininity within the ‘safe haven’ of the school and broadening their horizons. Research suggests that it encouraged girls to adopt a more individualized but also a more positive and independent approach to their schooling and future lives.
Girl-friendly schooling practices were encouraged by feminist initiatives particularly but not solely in the inner cities, in which municipal socialism supported gender equality.
| | Teachers promoted strong curriculum and school subject networks, they engaged in institutional research projects with the help and collaboration of higher-education academics, and they activated gender equality policies in teachers’ unions, local education authorities and schools. The initial priority was to raise gender awareness through the use of legislation, in-service courses for teachers, managers and policy-makers, the collection of relevant evidence, and the provision of guidance materials. New careers in equal opportunities were established through gender equality responsibility posts in schools, local authorities and education agencies. Schools set up working parties and by the l980s were able to support specific gender initiatives through vocational training budgets. Gender monitoring of patterns of performance and school cultures became common elements in school development plans and school inspection regimes and, to a limited extent, initial teacher education courses have taken gender into account.
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