解构 "单性别 "弹性学校中的性别方法:两项澳大利亚案例研究

Glenda McGregor, Martin Mills
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摘要

在澳大利亚,男女同校教育在公立学校教育中占主导地位,单性别教育通常是公立学校和私立学校(通常是精英学校)的专利。对于那些 "辍学 "或被迫离开男女同校主流教育体系的边缘化青少年来说,灵活和/或非传统学校为他们提供了另一条出路。这些学校主要是男女同校。本文参考了澳大利亚两所灵活/非传统学校的数据,这两所学校试图通过提供单性别学校教育来解决脱离教育的问题:Fernvale 教育中心和 Lorem 学校。这些数据对这两种截然不同的性别和教育范式及其相关的男性和女性论述具有深刻的见解。本文将指出这两所学校在回应被剥夺公民权/脱离社会的年轻人的背景下,是如何再现和挑战主流的性别建构的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Deconstructing gendered approaches in ‘single-sex’ flexi schools: two Australian case studies

In Australia coeducation dominates government schooling, with single-sex institutions usually being the preserve of selective government schools and private, often elite, institutions. For marginalised young people who ‘drop out’ or are forced to leave the coeducational mainstream system, flexible and/or non-traditional schools provide alternative pathways. Such schools are primarily coeducational. This paper draws upon data from two flexible/non-traditional schools in Australia that attempted to address the issues of educational disengagement via the provision of single-sex schooling: Fernvale Education Centre and Lorem School. The data are insightful with regard to these two very different gender and education paradigms and to their associated discourses about masculinity and femininity. The paper will identify the ways in which these schools both reproduce and challenge dominant constructions of gender within the context of responding to disenfranchised/disengaged young people.

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