The Women's Movement in Canadian and Australian Education: From liberation and sexism to boys and social justice

Abstract

This article provides a comparative analysis of the ways in which the women's movement was able to effect change in educational policy and practice in Australia and Canada between 1970 and 2000, drawing on interviews and document analysis in both countries. While the movement in both countries drew on similar international texts and conversations, it had more sustained state support in education in Australia. Despite the different degrees of institutionalisation, similar trends emerged in both countries. There was more public visibility for the movement in the 1970s and 1980s than in the 1990s, and a shift in discourse from 'women's liberation' and 'sexism' to boys and social justice. It is argued that the movement continues to be a creative source of ideas and change even when it is less visible and less formally represented, and that differences in outcomes are not easily linked to differences in institutionalisation. In both countries, major change has occurred, although the demands of the movement have not been realised.

Learning from the women's movement about educational change

“…It recognizes the achievements of these activists; it also tries to look in detail at how they worked with the educational system. The study began in a comparative framework, proposed by women who were active in the women's movement themselves (Gaskell & Taylor, 2003). In British Columbia, the researchers examined documents and newsletters available in the archives at the British Columbia Teachers' Federation and the British Columbia Status of Women Office as well as personal collections of papers held by those who participated in the struggles of the time.…”

National gender equity and schooling policy in Australia: Struggles for a non-identitarian feminist politics

“…Feminism's close relationship with the nation state, as with earlier gender equity policies, was instrumental in its actualisation (Gaskell & Taylor, 2003;Daws, 1997;Kenway, 1990;Yates, 1993). In contrast to previous policies however, such as Girls Schools and Society and Girls and Tomorrow (Commonwealth Schools Commission, 1975, 1984, The National Policy represented an important shift in its conceptualisation of issues of girls, equity and schooling.…”

“…While well regarded in terms of its alignment with gender justice principles and its "teacher-friendliness", the potential of The Action Plan, as with The National Policy, was greatly weakened by the broader socio-political climate (see Daws, 1997;Gaskell & Taylor, 2003). The early to mid 1990s in Australia (as elsewhere, for example, the UK) constituted increasing resistance to a focus on girls' educational issues.…”

“…The early to mid 1990s in Australia (as elsewhere, for example, the UK) constituted increasing resistance to a focus on girls' educational issues. A rightward drift in ideology in public discourse saw economic rationalism undermine the scope of The Action Plan (Gaskell & Taylor, 2003) with a reduction in funding for girls' equity programs, the dismantling of gender equity units and the mainstreaming of gender reform priorities (see Blackmore, 1999;Hayes, 2003;Lingard, 2003).…”

“…For O'Donovan (2006), they constitute a move from feminist difference to masculinist crisis; for Gaskell and Taylor (2003), liberation and sexism to boys and social justice; and for Yates (1998) a progression from constructions of girls as disadvantaged, "other" and diverse to a focus on power, sex and gender. Reflecting developments in gender theory, research and politics these shifts have generated a range of different ways of understanding and remedying gender disadvantage.…”