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ERIC Number: EJ794948
Record Type: Journal
Publication Date: 2006
Pages: 20
Abstractor: Author
Reference Count: 65
ISSN: ISSN-1477-8785
Gender Equality, Pedagogy and Citizenship: Affirmative and Transformative Approaches in the UK
Arnot, Madeleine
Theory and Research in Education, v4 n2 p131-150 2006
This article explores the relationship between gender equality, pedagogy and citizenship. It locates the analysis of education within the gender dilemmas associated with liberal democratic citizenship. Of particular concern is the tension between the promotion of equality and difference. Nancy Fraser's distinctions between redistribution and recognition and between affirmative and transformative remedies are used to explore two phases in the pedagogical debate around gender equality and difference in the UK since the 1970s. These phases demonstrate the contradictions associated with gender as a "bivalent collectivity"--a collectivity defined through both economic and cultural/representational forms. The conclusion argues for a "critical pedagogy of difference" which promotes pedagogic democratic rights as well as critical gender identities. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom