LEADER 04286nam 22006135 450 001 9910255149703321 005 20240311143144.0 010 $a9781137524874 010 $a1137524871 024 7 $a10.1057/978-1-137-52487-4 035 $a(CKB)3710000000745821 035 $a(DE-He213)978-1-137-52487-4 035 $a(MiAaPQ)EBC4720030 035 $a(Perlego)3487674 035 $a(EXLCZ)993710000000745821 100 $a20160710d2016 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 12$aA Girl's Education $eSchooling and the Formation of Gender, Identities and Future Visions /$fby Judith Gill, Katharine Esson, Rosalina Yuen 205 $a1st ed. 2016. 210 1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2016. 215 $a1 online resource (XXIV, 212 p. 18 illus. in color.) 225 1 $aPalgrave Studies in Gender and Education,$x2524-6453 311 08$a9781137524867 311 08$a1137524863 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aForeword: Reclaiming the Space for Girls -- Chapter 1. Who Are Girls and Is There a Problem? -- Chapter 2. How We Know What We Know: Knowledge and Evidence -- Chapter 3. See How Far We've Come! Girls' Education in Recent History. And Where Does This Leave Girls Now? -- Chapter 4. The Balance Act -- Chapter 5. Girls at School: The Formation of Learning Identities -- Chapter 6. Post School Pathways and Girls' Imagined Futures -- Chapter 7. Girls at School: A More Complex Picture. . 330 $aPalgrave Studies in Gender and Education Series editor: Yvette Taylor, Professor of Education, University of Strathclyde, UK This book argues that educators and the general public have become complacent about girls? education as a consequence of the more recent fuss about problems for boys. After an analysis of persistent disquiet about girls? lifestyles, it uses theories of gender and education to demonstrate that girls are being produced in contradictory ways in current schooling. Many girls develop a sense of themselves through close connection with friendship groups but schooling processes typically require them to adopt the position of competitors in the end-of-school rankings and to act out their individualized positions in imagining themselves into the future. Ultimately the work offers insight and understanding leading to a less divisive educational pathway for girls. Judith Gill is Adjunct Associate Professor at the University of South Australia and a former secondary schoolteacher who has worked in teacher education for the past 30 years. Her main research interest is in gender and its associations with achievement and working lives. Kathy Esson has worked widely in the fields of education and health, including her role as Senior Manager at the NSW Skills Board Secretariat, Australia. She has also been involved in a review of public education in NSW, taught psychology, and been a school and university counsellor, working primarily with young women. Rosalina Yuen is a psychologist in private practice in Australia. As a former social worker, she worked extensively with girls and young women in many settings. She provides counselling services to schools, universities and major employers. . 410 0$aPalgrave Studies in Gender and Education,$x2524-6453 606 $aSex 606 $aEducational sociology 606 $aPhilosophy of mind 606 $aSelf 606 $aGender Studies 606 $aSociology of Education 606 $aPhilosophy of the Self 615 0$aSex. 615 0$aEducational sociology. 615 0$aPhilosophy of mind. 615 0$aSelf. 615 14$aGender Studies. 615 24$aSociology of Education. 615 24$aPhilosophy of the Self. 676 $a370.81 700 $aGill$b Judith$4aut$4http://id.loc.gov/vocabulary/relators/aut$0555115 702 $aEsson$b Katharine$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aYuen$b Rosalina$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910255149703321 996 $aA Girl's Education$92511410 997 $aUNINA