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Review
'This book leaves readers with the assertion that a commitment to diminishing gender differences is closely aligned to facilitating achievement for both boys and girls in schools. In this sense, it raises important questions about the processes of degendering and regendering that need to occur in order to address the limits imposed by the remasculinization of schooling that are engendered by the forces of neo-liberalism and their legitimation through educational policy.'
- Wayne Martino, Faculty of Education, The University of Western Ontario,Canada
'Francis and Skelton provide an excellent overview of the various theories and explanatory frameworks that have been mobilized for making sense of gender differences in achievement.'- Wayne Martino, Faculty of Education, The University of Western Ontario,Canada
Review
'This book leaves readers with the assertion that a commitment to diminishing gender differences is closely aligned to facilitating achievement for both boys and girls in schools. In this sense, it raises important questions about the processes of degendering and regendering that need to occur in order to address the limits imposed by the remasculinization of schooling that are engendered by the forces of neo-liberalism and their legitimation through educational policy.'
- Wayne Martino, Faculty of Education, The University of Western Ontario, Canada
'Francis and Skelton provide an excellent overview of the various theories and explanatory frameworks that have been mobilized for making sense of gender differences in achievement.'- Wayne Martino, Faculty of Education, The University of Western Ontario, Canada --This text refers to the Hardcover edition.
Concordance
Front Cover | Copyright | Table of Contents | Excerpt | Index
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