Possibilities in the Boy Turn? Comparative Lessons from Australia and Iceland

Jóhannesson, Ingólfur Ásgeir; Lingard, Bob; Mills, Martin

doi:10.1080/00313830903043083

Cited by 10 publications

(3 citation statements)

References 19 publications

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“…A feature also of debates concerning the educational needs of boys backlash politics, or “recuperative masculinity politics”, amplify the size and impact of women's gains, “suggesting that feminism has achieved its goals, resulting in men being constructed as the new disadvantaged” (Jóhannesson et al. :313). Centring on the claim that Australia's education system is “inherently biased against boy's unique learning styles” (Eate et al.…”

Section: The Activist Origins Of Health Policy In Australiamentioning

confidence: 99%

“Respect for each gender”: Gender, equity and backlash in Australia's male health policy

Seymour

2018

Aust J Social Issues

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Australia is one of the few countries which has specific health policies for boys/men and girls/women as distinct groups. In this article I present an analysis of the discourses of gender, equity and disadvantage drawn upon in Australia's men's health policy. Through comparison with the women's health policy, I show that a dual focus on the essential differences between men and women and the ways in which the health system has failed men contribute to an adversarial gender politics, positioning men and women as rivals with competing needs. Reflecting broader debates concerning the negative impact of societal change on boys/ men,

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Section: The Activist Origins Of Health Policy In Australiamentioning

confidence: 99%

“Respect for each gender”: Gender, equity and backlash in Australia's male health policy

Seymour

2018

Aust J Social Issues

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“…This is surprising given the considerable focus on gender differentials in academic achievement in the research literature in recent years (Diprete & Buchmann, 2013;Klein, 2007;OECD, 2015;Weaver-Hightower, 2003). The issue of a so-called "boy crisis" (Duckworth & Seligman, 2006;Husain & Millimet, 2009;Jóhannesson, Lingard, & Mills, 2009;Watson, Kehler, & Martino, 2010;Weaver-Hightower, 2003) 1 , i.e. the fact that boys seem to be overrepresented among students with low academic achievement, has often been linked to issues related to discipline and attention span that are particularly prevalent among boys.…”

Section: Introductionmentioning

confidence: 99%

Classroom disciplinary climate of schools and gender – evidence from the Nordic countries

Sortkær

Reimer

2018

School Effectiveness and School Improvement

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Classroom disciplinary climate has emerged as a crucial factor with regard to student achievement. However, most previous studies have not explored potential gender differences in both students' perceptions of the classroom disciplinary climate and the association between classroom disciplinary climate and student learning. Using data from the OECD Programme for International Student Assessment 2012 for the Nordic countries, we found a significant association between the perceived classroom disciplinary climate of schools and students' mathematics performance across countries. Based on an analysis of a pooled sample consisting of all five Nordic countries, we found that the correlation between classroom disciplinary climate of schools and maths achievement is significantly stronger for boys than girls. Further analyses showed that this finding may partly be attributable to gender differences in the perception of the disciplinary climate of schools, whereby boys seemed to perceive the classroom disciplinary climate of schools more positively than girls.

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“…In Iceland, this has been an important part of the argument, and data from the PISA survey has been used to show poor performance, lack of competitiveness and low educational quality in the public system (Magnúsdóttir, 2015b). There has also been a lot of jargon on how the school system is favouring girls at the cost of the boys’ performance (Jóhannesson et al, 2009). Often, the fault is supposed to be the ‘rigid’ public system that places the teacher’s rights at the centre, not the children’s, and especially not the boys’.…”

Section: Internal Privatizationmentioning

confidence: 99%

Privatization of early childhood education in Iceland

Dýrfjörð

Magnúsdóttir

2016

Research in Comparative and International Education

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The overall aim of this paper is to give a comprehensive picture of the marketization of early childhood education in Iceland. Our theoretical framework is based on Hursh’s (2007) analysis of how the governance of schools is reshaped to serve a neoliberal agenda with the help of internal and external privatization (Ball and Youdell, 2007). In this paper we explore charter schools in Iceland, categorizing them according to Fabricant and Fine (2012), and shed light on how the most dominant charter school chain in Iceland, Hjallastefnan (e.g. the Hjalla-policy), is leading the corporatisation of public education. Our main data sources are policy and media documents and data from Statistics Iceland. Content analysis is our method of inquiry. Our findings indicate that Iceland is on a similar route to other Nordic countries, where privatization has become an ‘inevitable’ part of the education system. Internal privatization is shaping the sector, based on technical methods of delivering predetermined outcomes. External privatization, in the form of educational programs, is growing along with charter schools.

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Possibilities in the Boy Turn? Comparative Lessons from Australia and Iceland

Cited by 10 publications

References 19 publications

“Respect for each gender”: Gender, equity and backlash in Australia's male health policy

“Respect for each gender”: Gender, equity and backlash in Australia's male health policy

Classroom disciplinary climate of schools and gender – evidence from the Nordic countries

Privatization of early childhood education in Iceland

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