There will be 3/4 presentations of 8-10 minutes on a related topic. All marks will be for your individual presentations.
There will then be time for 15 minutes general discussion following the papers – this is the traditional academic format for conference papers. (Although usually those are 20 minutes!)
The material covered will help you to write your essays, but note you should not write your essay focusing on the same topic as your reading presentation.
Each presentation should be accompanied by a short PowerPoint max 5 slides and a handout – these will be put in a file in the Ed Studies corridor and posted on the LN for people to consult for their essays.
Handouts should contain:
Full reference for the reading.
Your name (so that people can contact you to discuss your ideas if they want to)
Brief overview
The main points that you have drawn from the article including an identification of the critiques that the author employs and your suggestion for how this might be taken further.
Reference list of further reading / / websites
If you do not see your name on the list below please contact me as soon as possible.
All the readings are accessible online
If you would like to discuss how to approach your presentation please book an individual tutorial or email me
Weekly topics
Week 6
Co education or single sex schooling
a) Mills, M. Martino, W., & Lingard, B. (2004) Attracting, recruiting and retaining male teachers: policy issues in the male teacher debate , British Journal of Sociology of Education 25 (3) Rosie Fox
b) Malacova, E. (2007) Effect of single-sex education on progress in GCSE Oxford Review of Education, 33 (2) 233-259 Jade Palmer
c) Wills, R.C. (2007) A new and different space in the primary school: single gendered classes in coeducational schools, Educational Studies 33 (2) 129-143 Natalie Morrison
d) Berg, P. and Lahelma, E. (2010) 'Gendering processes in the field of physical education', Gender and Education, 22: 1, 31 — 46, Ruksana Ahmed
Week 7
Construction of teachers’ identity
a) Cammack, J. Phillips, D. (2002) Discourses and subjectivities of the gendered teacher, Gender and Education 14(2) 123-133 Amy O’Donohoe
b) Vogt, F. (2002) A Caring Teacher: explorations into primary school teachers’ professional identity and ethic of care, Gender and Education, 14 (3) 251-264
Kirin Bagri
c) Tambouku, M (2000) The paradox of being a woman teacher, Gender and Education, 12 (4) 463-478 Tina Englefield
d) Nyström, Eva(2009) 'Teacher talk: producing, resisting and challenging discourses about the science classroom', Gender and Education, 21: 6, 735 — 751 Josh Luk
Week 8
Child centred research
a) Reay, D. (2002) Shaun’s story: troubling discourses of white working class masculinities, Gender and Education, 14 (3) 221-234 Jen Hale
b)Wood, E. (2003) The Power of pupil perspectives in evidence based practice: the case of gender and underachievement, Research papers in Education 18 (4) 365-383
Daniel Furmidge
c) Renold, E. (2000) ‘Coming Out’ (hetero)sexuality and the primary school, Gender and Education 12 (3) 309-326 Stephanie Skinner
d) Moyer, Diana(2009) 'The gendered boundaries of child-centred education: Elsie Ripley Clapp and the history of US progressive education', Gender and Education, 21: 5, 531 — 547 Gemma Grooby
Week 9
Gendering subjects
a) Warrington, M & Younger, M (2000) The Other side of the gender gap, Gender and Education, 12 (4) 493-508 Camille Holland
b) Brown, S. Macdonald, D. (2008) Masculinities in Physical Recreation the (re)production of masculinist discourses in vocational education, Sport, Education
and Society, 13 (1) 19-37 Kate Dubben
c) Francis, B. (2010) Re/theorising gender: female masculinity and male femininity in the classroom? Gender and Education, 22 (5) 477-490 Lucy Roberts
Week 10
Gendered underachievement
a) Jones, S. & Myhill, D. (2004) Seeing things differently: teachers’ constructions of underachievement, Gender and Education, 16 (4) Michael Andrews
b) Ringrose, J. (2007) Successful girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality, Gender and Education I19 (4) 471-489 Nikki Rule
c) Francis, B. (2006) Heroes or zeroes? The discursive positioning of ‘underachieving boys’ in English neo-liberal education policy, Journal of Education Policy 21 (2) 187-200 Lucy Strehlau
d) Baker, Joanne(2010) 'Great expectations and post-feminist accountability: young women living up to the 'successful girls' discourse', Gender and Education, 22: 1, 1 — 15 Rui Lui (Ella)
Week 11
The gender agenda
a) Arnot, M. & Miles, P. (2005) A reconstruction of the gender agenda: the contradictory gender dimensions in New Labour’s educational and economic policy, Oxford Review of Education, 31 (1) 173-189 Heather Mason
b)Tinklin, Y., Croxford, L., Ducklin, A. & Frame, B (2005) Gender and attitudes to work and family roles: the views of young people at the millennium, Gender and Education 17(2) 129-142 Lorna Stock
c) Jones, D. (2007) Millennium Man: constructing identities of male teachers in early years contexts, Educational Review 59 (2) 179-194 Kay Gibson
Week 12
Gendering classroom interaction
a) Nilan, P. (2000) You’re hopeless I swear to God: shifting masculinities in classroom talk, Gender and Education, 12 (1) 53-58 Emily Waddington
b) Jackson, C. (2002) Laddishness as a self-worth protection strategy, Gender and Education, 14 (1) 37-51 Grace Johnson
c) Jackson, C. (2010) ''I've been sort of laddish with them … one of the gang': teachers' perceptions of 'laddish' boys and how to deal with them', Gender and Education, 22: 5, 505 — 519 Hayley Read
d) Martino, W and Rezai-Rashti, G. M.(2010) 'Male teacher shortage: black teachers' perspectives',
Gender and Education, 22: 3, 247 — 262Tori Noice