By Catherine Marshall
This article units out to problem the conventional energy foundation of the coverage determination makers in schooling. It contests that others who've an equivalent correct to be consulted and feature their reviews recognized were silenced, declared beside the point, postponed and in a different way missed. regulations have therefore been shaped and carried out with out even a cursory feminist serious look. The chapters during this textual content illustrate tips on how to contain serious and feminist lenses and hence create guidelines to fulfill the lived realities, the wishes, aspirations and values of girls and ladies. a selected concentration is the first and secondary sectors of schooling.
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Additional info for Feminist Critical Policy Analysis II : A Post-Secondary Education Perspective
1994) and the introduction of competitive cultures into higher education. These involve marketdriven diversity of funding sources and purposes, greater responsiveness to employers’ demands, and government campaigns for reduced public spending. The management skills needed to operate in the marketplace may reflect new values (competitiveness, entrepreneurialism, action) not present in traditional organizations (Newman, 1995). Whereas the concepts of equity and equal opportunities imply an underlying concept of social justice for all and active endeavours to achieve this (Deem, Brehony and Hemmings, 1992), the notion of diversity invokes the existence of difference and variety without any necessary commitment to action or redistributive social justice.
Comments included: ‘It’s hierarchical…seat of the pants stuff’ (deputy head of research, former polytechnic); ‘very male—early morning meetings, long hours, residentials’ (senior management team member, former polytechnic); ‘unprofessional, short term, goes for easiest options’ (department head, old university); ‘strong emphasis on line management and hierarchical model of executive responsibilities’ (assistant dean, college of higher education). Contradictions and ambiguities were recognized: ‘consensual/collegial traditions with centrist/managerial tendencies’ (member of senior management team, old university).
Unlike girls in some of these countries, however, subject choices at school still reflect the dominant expectations of girls’ future role in the home and family. Not surprisingly, women’s and girls’ career directions and participation in the labor market are still gender specific, with women concentrated in low-skilled and low-status work (Wolpe, 1994). The exceptions are teaching and nursing, although more women are entering the fields of law and medicine than previously. Indeed, it would be fair to say that patriarchal relations and gender stereotyping continue to shape social relations and practices in all South African cultures (Ramphele, 1995).