A reconstruction of the gender agenda: The contradictory gender dimensions in New Labour's educational and economic policy

This article reviews current interpretations of Labour's education policy in relation to gender. Such interpretations see the marginalisation of gender equality in mainstream educational policy as a result of the discursive shift from egalitarianism to that of performativity. Performativity in...

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Bibliographic Details
Published in:Oxford review of education 2005-03, Vol.31 (1), p.173-189
Main Authors: Arnot, Madeleine, Miles, Philip
Format: Article
Language:English
Subjects:
Academic achievement
Academic underachievement
Bildungschance
Bildungspolitik
Class
Economic policy
Economics
Education
Education policy
Educational equalization
Educational Policy
Educational research
Feminism
Foreign Countries
Gender
Gender aspects
Gender Differences
Gender equality
Gender identity
Gender politics
Geschichte (Histor)
Geschlechtsspezifischer Unterschied
Great Britain
Großbritannien
Ideology
Labor
Labor education
Labor party (Great Britain)
Labour Party
Masculinity
New labour
Opportunity equality
Political Attitudes
Political parties
Public Policy
Schüler
Schülerin
Sex equality
Social Class
Teaching
Underachievement
United Kingdom
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Summary:This article reviews current interpretations of Labour's education policy in relation to gender. Such interpretations see the marginalisation of gender equality in mainstream educational policy as a result of the discursive shift from egalitarianism to that of performativity. Performativity in the school context is shown to have contradictory elements ranging from an increased feminisation of teaching and the (re)masculinisation of schooling. Also, whilst underachievement is defined as 'the problem of boys', the production of hierarchical masculinities and 'laddishness' by marketised schools is ignored. The policy shift towards performativity also masks girls' exclusion and the disadvantages working-class girls face within the education system. The rhetoric of gender equality, although stronger in the field of post-16 training and employment, is no less contradictory. The effects of New Labour are found in the aggravation of social class divisions within gender categories and the spiralling differences between male and female paths. Gender equality ideals in education are therefore shown to have a far more complex relationship to New Labour politics than previously thought. (DIPF/Orig.).
ISSN:0305-4985
1465-3915
DOI:10.1080/0305498042000337255