By Catherine Marshall
V. 1. A standpoint from fundamental and secondary education -- v. 2. A standpoint from post-secondary schooling
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Theory and research for women must be held apart. 45 Next, it is easy to want to get sidetracked and diffused by token changes. For example, Goldring and Chen (1993) show how the tremendous rise in the number of female principals in Israel is not a signal that women’s leadership capacities are preferred but rather a trend connected with centralization of power and lower status and pay for principals. Similarly, we must watch for the gender effects of the array of reforms for schooling. For example, from feminist analysis we can inspect how choice and privatization arguments (see, for example Gender Justice, Kirp, 1985) and arguments for family values’ inculcation have embedded agendas for controlling females’ choices.
1988) Advice and Consent: The Development of the Policy Sciences, New York, Russell Sage. DIETZ, M. (1992) ‘Feminism and theories, of citizenship’, in MOUFFE, C. (Ed) Dimensions of Radical Democracy: Pluralism, Citizenship, Democracy, London, Verso, pp. 63–85. B. (1995) ‘Leading with her life: An African American feminist (re)interpretation of leadership for an urban high school principal’, Educational Administration Quarterly, 31(4), pp. 539–63. S. B. (1987) Policy Analysis by Design, Pittsburgh, PA, University of Pittsburgh Press.
And WEINER, G. (Eds) Gender and the Politics of Schooling, London, Unwin Hyman, pp. 155–65. COCKBURN, C. (1991) In the Way of Women: Men’s Resistance to Sex Equality in Organizations, Basingstoke, MacMillan. W. (1987) Gender and Power, Cambridge, England, Polity Press. CUNNISON, S. (1989) ‘Gender joking in the staff room’, in ACKER, S. (Ed) Teachers, Gender and Careers, Basingstoke, Falmer Press, pp. 151–67. DEEM, R. (1978) Women and Schooling, London, Routledge and Kegan Paul. DE HAVEN-SMITH, L.