Creating Gender-Fair Schools, Classrooms and Colleges: - download pdf or read online

By Lynn Raphael Reed, Tina Rae

ISBN-10: 1412923581

ISBN-13: 9781412923583

ISBN-10: 1848605633

ISBN-13: 9781848605633

For plenty of academics, gender matters on the topic of position versions, photograph and expectancies have an impact upon the behaviour and success of either girls and boys, frequently to their drawback. This leading edge and useful source, for academics of scholars elderly 14-19provides: o a programme to advertise gender equality and inclusivity in faculties and faculties o a motive for the programme in response to social justice o a pragmatic set of lecture room actions to enforce the programme The e-book adopts an 'action inquiry' technique - enticing scholars and employees within the methods of investigating what's at the moment occurring, and making plans, enforcing and reviewing advancements. This contributes to the improvement of the varsity or collage as a self-evaluating employer which listens to the voice of the younger individual. The programme additionally helps academics and different institution employees in constructing as reflective practitioners, and kids and children in constructing as reflective freshmen.

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Read or Download Creating Gender-Fair Schools, Classrooms and Colleges: Engendering Social Justice For 14 to 19 year olds (Lucky Duck Books) PDF

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Additional resources for Creating Gender-Fair Schools, Classrooms and Colleges: Engendering Social Justice For 14 to 19 year olds (Lucky Duck Books)

Sample text

Students are asked to consider ways in which they can eliminate bullying both within and outside of the learning context in order to create such an environment. There is also a focus upon power in relationships and the way in which those in authority sometimes can, and do, abuse their positions of power. Students are asked to consider the ways in which responsibility coincides with authority and to identify when control becomes abuse. The focus here is on self-efficacy and motivating young people to ensure that their voices are heard, ensuring social justice and a balance of power for all.

1 2 3 4 5 6 7 8 9 10 9. The staff and governor training agenda includes emotional literacy and each has a named person with lead responsibility for monitoring and evaluating how emotional literacy is being promoted. 1 2 3 4 5 6 7 8 9 10 10. The school has a clear policy on how it promotes inclusion and contingencies for dealing with even the most challenging students. 1 2 3 4 5 6 7 8 9 10 11. Staff feel that there is a supportive and encouraging management team who motivate them. 1 2 3 4 5 6 7 8 9 10 12.

The activity for 17-19 year olds is entitled: ‘Being Assertive – A Self-check List’. In this activity students are asked to consider a range of statements. These describe either being assertive or being aggressive. They are asked to highlight the statements that they feel apply to them. This can be done using highlighter pens or coloured pencils as appropriate. The idea here is encourage students to reflect upon the extent to which they are assertive and aggressive in their daily lives. They are also asked to consider whether or not they need to become more assertive in certain contexts and to think of ways in which they may begin to achieve this goal.

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Creating Gender-Fair Schools, Classrooms and Colleges: Engendering Social Justice For 14 to 19 year olds (Lucky Duck Books) by Lynn Raphael Reed, Tina Rae

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