ENCOURAGING GENDER EQUITY STRATEGIES FOR SCHOOL CHANGE.doc
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1、ENCOURAGING GENDER EQUITY:STRATEGIES FOR SCHOOL CHANGEEditor: Heather MacKinnonProceedings from the Human Rights Research and Education Centres 1995 round table, held at the Lord Elgin Hotel in Ottawa on September 25 and 26, 1995. The Human Rights Research and Education Centre, Ottawa, Ontario, 1995
2、Translation by Judith PoirierAussi disponible en franais: Pour favoriser lgalit des sexes : des stratgies permettant doprer des changements lcoleACKNOWLEDGMENTSThe Human Rights Research and Education Centre would like to thank the Childrens Bureau, Health Canada, for its support of the Centres 1995
3、round table and this publication. The round table was funded by the Partners for Children Fund and is part of the CRISIS project of Human Rights Internet. The editor would like to thank the Director of the Centre, Professor Errol P. Mendes, for his help in organizing the round table. Encouraging Gen
4、der Equity: Strategies for School Change is an edited account of the presentations which took place at the round table on September 25 and 26, 1995. The views expressed in this publication do not necessarily represent the views of The Childrens Bureau of Health Canada or the Human Rights Research an
5、d Education Centre. TABLE OF CONTENTSAcknowledgementsA Strategic Approach to Negotiating Power in the Classroomby Linda BriskinEquity in Mathematics Educationby Claudie SolarFrom Body Image to Body Equityby Carla RicePolicy and Partnershipsby Shirley AvrilThe Linden School: A Woman-Centred Schoolby
6、Eleanor Moore and Diane GoudieEnabling Visions: Strategies for Gender Equityby Susan Hutton and Tom GougeonMedia Literacy Strategies for Gender Equityby Peter DavisonTowards a Harassment-Free Learning Environment: The AICE Model of Equal Opportunityby June LarkinRetreating for the Future: Young Wome
7、n and Young Men Discuss Gender Equityby Margaret WellsAction Plan from Beijing - Implications for Girls in Canadaby Senator Landon Pearson List of ParticipantsA STRATEGIC APPROACH TO NEGOTIATING POWER IN THE CLASSROOM Linda Briskin, York University, 1995In one of my classes, two students who receive
8、d A on their assignments were asked to read their papers to the rest of the class. When the male student had the floor, he received the undivided attention of the class. However, when the female student read her essay, there was a perceptible change in the classroom environment. The noise level rose
9、 considerably. She did not get our undivided attention. She received a clear message that very few students were interested in hearing why she had received an a. In order to gain control of the class, she turned to the professor for support. None was given. As women in the classroom we are often lef
10、t talking to ourselves.STUDENT, YORK UNIVERSITY (quoted in Fleming, 1991)I. POWER IN THE CLASSROOMDynamics of power shape, constrain, interrupt, facilitate, both learning and teaching. They shape students sense of entitlement to learning and to voice; they impact on teacher credibility and authority
11、. Power is mediated, organized and expressed by and through difference - gender, race, class, able-bodiedness, sexual orientation, ethnicity, age - which affects the way students learn, teachers teach and interact with students, and students interact with each other and with teachers. As currently c
12、onstituted, these power dynamics often produce exclusion, marginalization, disempowerment, and silencing. They are always operating in the classroom environment and they not only impede learning, they are the site of some of the most important and deeply remembered learning. However, they have becom
13、e so much a part of the commonsense practices of schooling, naturalised and thus seemingly not subject to intervention, that we dont even notice them (Ng, 1993). These power dynamics are part of a systemic and structural reality; they are not attitudinal, accidental or based on ignorance. To say tha
14、t sexism, racism, homophobia, ableism or ageism are systemic is to say that they are embedded in the practices of institutions: policies, pedagogies, structures of knowledge, and patterns of classroom interaction. As a result, teaching tolerance of difference is not enough. The implication of teachi
15、ng tolerance is that difference will be overlooked but such disregard makes invisible discrimination based on and organized around difference.Discussions of classroom power tend to focus on teachers who discriminate against students based on their race, class, sexual orientation, ability, age, ethni
16、city and gender (see, for example, Moses, 1989; Hall, 1982). Research on gender and sexual harassment, on racial harassment and increasingly on heterosexism and homophobia has revealed the practices of teacher power. However, by only focusing on teachers, power and formal authority are conflated. Di
17、stinguishing power from the authority which is granted to teachers by virtue of their positions in institutional structures reveals the ways in which authority is mediated by power and makes visible the reality that both teachers and students have power (Ng, 1991).Two power axes, both of which invol
18、ve student power, then, necessarily complicate an understanding of teacher authority and power (Briskin and Coulter, 1992). First, power dynamics among and between students shape the learning of students, their participation, their risk taking, their sense of entitlement in the classroom. I always f
19、elt that I didnt belong in maths and science. Sometimes the boys would make jokes about girls doing science experiments. They always thought they were going to do it better and it made me really nervous. Sometimes I didnt even try to do an experiment because I knew they would laugh if I got it wrong
20、. Now I just deaden myself against it, so I dont hear it any more. But I feel really alienated. My experience now is one of total silence. Sometimes I even wish I didnt know what I know.STUDENT, QUEENS UNIVERSITY (quoted in Lewis, 1992: 173)Second, student exercise of power has an impact on the cred
21、ibility and authority of teachers, affecting all women teachers and especially minority women and lesbians (Basow, 1994; Hoodfar, 1992; Khayatt, 1992; Ng, 1991; Ng, 1993).Very often male students do not give female professors the respect and attention they deserve. In a second year economics course
22、taught by a female professor of a racial minority, the male students challenged her authority by constantly interrupting her during the lecture, most of the time to ask trivial questions in order to disrupt the class. I have noticed a sharp contrast in how differently the authority of a white male p
23、rofessor is accepted by his students.STUDENT, YORK UNIVERSITY (quoted in Fleming, 1991)The recognition of power dynamics challenges the commonsense notion of the classroom as a learning space, apart and safe from the outside. Teachers have tended to have a distorted sense of what constitutes classro
24、om safety and the limits of classroom safety, and of who feels safe in the classroom - perhaps projecting their own feelings of comfort. Roxana Ng (1993) points out To speak of safety and comfort is to speak from a position of privilege, relative though that may be. For those who have existed too lo
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