Jessica Gerrard

Abstract:This paper compares the ways in which gender was articulated and experienced through the construction of children’s education in two very different communityled educational initiatives in Britain: turn-of-the-century Socialist Sunday Schools and late-twentieth-century Black Supplementary Schools. Exploration of these historical examples of practice assist to challenge dominant representations of inactive working-class and Black parents, and provide content and form to the complex cultural processes involved in the development of counter-education.Whilst responding to markedly distinct social circumstances, a comparison of the experiences of teachers and students in both of these historical cases reveal powerful uses of gender, class and ‘race’ narratives in which to build and defend their respective school movements. Drawing on oral-history interviews and textual accounts of practice I examine the ways in which normative constructions of femininity and masculinity were both challenged and confirmed in the development of these alternative educational practices. In particular, both of these school movements blur and redefine the public/private distinction through the interpellation of their educational practice into the political field and the relationships they established between children’s education and the challenge to social, educational and economic inequality.

Key words: social class; critical pedagogies; equality; race and ethnicities;femininities; masculinities

总结：1、本文比较了两个不同社区的孩子，即英国世纪之交的社会主义主日学校和二十世纪后期黑色补充学校的性别教育方式。

2、通过探索这些历史实践的例子可以帮助我们应对明显不同社会环境中，教师和学生该如何应对性别不平等问题。

来源：Gender & Education. Oct2011

Vol. 23 Issue 6, p711-727. 17p. DOI: 10.1080/09540253.2010.528378.