Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27918
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Gender and learning: Equity, equality and pedagogy
Author(s): Daniels, Harry
Creese, Angela
Hey, Valerie
Leonard, Diana
Smith, Marjorie
Contact Email: angela.creese@stir.ac.uk
Issue Date: Aug-2001
Citation: Daniels H, Creese A, Hey V, Leonard D & Smith M (2001) Gender and learning: Equity, equality and pedagogy. Support for Learning, 16 (3), pp. 112-116. https://doi.org/10.1111/1467-9604.00201.
Abstract: In this article on gender and learning Harry Daniels and colleagues suggest that boys experience a contradiction between the cultural messages and practices associated with masculinity (competition and individuality) and the teaching practices typical of successful primary schooling (collaboration and codependency). They consider the impact of this contradiction on the question of boys' underachievement, and their account of the views of children as to whether boys and girls learn the same or differently makes salutary reading. 'Which pedagogy,' they ask, 'suits who best?'
DOI Link: 10.1111/1467-9604.00201
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