Education, Gender And Anxiety

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Education, Gender and Anxiety brings together the existing but scattered literature on sociology, psychoanalysis and feminism from North America, Europe and Britain, to illuminate questions such as why are gender divisions so persistent in schools? why don't boys like to read? why do both sexes mainly choose sex-stereotypic subjects? and why is single sex schooling still controversial? In this innovative and thought-provoking work, the author argues for an 'object relations' approach when analysing gender differences in subject choice and polarisation in reading, writing and drawing, and stresses the need to pay close attention to the unconscious processes which school settings mobilise. Analysing the concept of 'in loco parentis', the author presents parenting as the emotional substructure of education. In the conclusion, the author suggests challenging areas for future empirical work in Sociology, Education, Women's studies and Psychology courses.
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Editorial Reviews

Shaw (sociology, U. of Sussex, England) pulls together literature on sociology, psychoanalysis, and feminism from North America and Europe to explore questions such as why gender divisions are so persistent in schools, why both sexes tend to choose sex- stereotypic subjects, and why single-sex schooling is controversial. She argues for an "object relations" approach to analyze gender differences and stresses the need to pay attention to the unconscious processes that school settings mobilize. Annotation c. Book News, Inc., Portland, OR (
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Product Details

  • ISBN-13: 9780748401017
  • Publisher: Taylor & Francis
  • Publication date: 11/1/1995
  • Series: Gender and Society Series
  • Pages: 180
  • Product dimensions: 6.14 (w) x 9.21 (h) x 0.50 (d)

Table of Contents

Ch. 1 Introduction: The Unconscious Curriculum 1
Ch. 2 Education, Sociology and Feminism: Themes and Perspectives and Object Relations 17
Ch. 3 Anxiety and Defence Mechanisms: Driving Forces 32
Ch. 4 Parenting and Teaching: Being Emotionally 'In Loco Parentis' 52
Ch. 5 The Unconscious Meanings of Reading 73
Ch. 6 Curricula and Transitional Objects 91
Ch. 7 Polarization, Subjects and Choice: 'Male Wounds' and 'Crossroads' 106
Ch. 8 Classroom Interaction, Gender and Basic Assumptions 122
Ch. 9 Fears, Fantasies and Divisions in Single-Sex Schools 129
Ch. 10 Conclusions: Gender Divisions in Future 143
Bibliography 149
Index 161
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