This Australian study investigated four teachers' understandings about gender and promoting gender equity. While they believed gender to be a significant issue, their understandings were grounded in socialisation theory. This seemed to contribute to a sense of fatalism regarding intervention. The study concludes that feminist poststructuralist theory may enhance teachers' understanding.
Lee-Thomas, K, Sumsion, J and Roberts, S. Australian Journal of Early Childhood 30(1): 21-27, March 2005. Abstract: www.aeca.org.au.
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