|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||What happens to the girls? Gender, work and learning in Canada's 'new economy'|
|Publisher:||Taylor & Francis (Routledge)|
|Citation:||Fenwick T (2004) What happens to the girls? Gender, work and learning in Canada's 'new economy', Gender and Education, 16 (2), pp. 169-185.|
|Abstract:||Policies hailing lifelong learning in the so-called New Economy promote equitable knowledge work and work-related learning opportunities for all. Gender is hardly mentioned in these discourses; some might assume gender is 'resolved' in a new economy emphasizing entrepreneurism, technology, knowledge creation and continuous learning. However a closer look reveals that gendered inequity persists both in access to and experience of these learning opportunities. Indeed, familiar issues of women, work and learning are exacerbated in the changing contexts and designs of work comprising the so-called New Economy. This is argued in the frame of Canada's most recent policies on work and learning, drawing from contemporary Canadian studies and statistics to underline the point. Current provisions for girls' and women's vocational education in Canada are assessed in light of these issues, focusing on particular learning needs of girls and gendered issues they face in entering the labour market of the New Economy. To move beyond a critical analysis and outline a possible way forward, four directions for change are suggested: more gender-sensitive career education for girls; sponsored vocational education for women; management education in gendered issues arising in the changing economy; and critical vocational education in both schools and workplaces.|
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