| 000 | 02251cam a2200193 4500 | ||
|---|---|---|---|
| 001 | 0748401024 | ||
| 008 | 060710t1995 xxu||||| |||| 00| 0 eng d | ||
| 020 | _a0748401024 | ||
| 100 | _aShaw, J. | ||
| 245 | 0 | _aEducation, gender and anxiety | |
| 260 |
_aLondon _bTaylor and Francis _c1995 |
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| 300 | _a166; bibl.; Rec: Anna|feb97 | ||
| 490 | _aGender and society: feminist perspectives on the past and present | ||
| 505 | _aIntroduction: The Unconscious Curriculum; Education, Feminism and Sociology: Themes, Perspectives and Object Relations; Anxiety and Defence Mechanisms: The Key to Gender in Education?; Parenting and Teaching: Being Emotionally ""In Loco Parentis""; The Unconscious Meanings of Reading; Curricula and Transitional Objects; Choice, Identity and Polarisation; Who's Afraid of Single Sex Schools: Fears, Fantasies and Divisions; Conclusion.Introduction: The Unconscious Curriculum; Education, Feminism and Sociology: Themes, Perspectives and Object Relations; Anxiety and Defence Mechanisms: The Key to Gender in Education?; Parenting and Teaching: Being Emotionally ""In Loco Parentis""; The Unconscious Meanings of Reading; Curricula and Transitional Objects; Choice, Identity and Polarisation; Who's Afraid of Single Sex Schools: Fears, Fantasies and Divisions; Conclusion. | ||
| 520 | _aThis interdisciplinary text explores the scope for applying psychoanalytical ideas to gender inequalities that are inherent in the educational system. Although modern education aims to egalitarian and meritocratic, it is still true that in most cases it does not improve the life chances of girls to the extent that it ought to, or does for boys.Based on literature gathered from North America, Europe and Britain, this text argues for an ""object relations"" approach when analysing gender differences in subject choice and polarisation in reading, writing and drawing, and stresses the need to pay close attention to the unconscious processes which school settings mobilise. Analysing the concept of ""in loco parentis"", it presents parenting as the emotional substructure of education, and suggests challenging areas for future empirical work. | ||
| 650 | _aEDUCATION | ||
| 650 |
_aINTERPERSONAL RELATIONS _96656 |
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| 999 |
_c81719 _d81719 |
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