Gender and the Curriculum

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)
1703 Downloads (Pure)

Abstract

Curriculum resides in relationship with the concept of gender in complex and multifaceted ways. Such a relationship acknowledges also the interconnectedness of curriculum, with assessment and pedagogy as well as with gender and demands that we look beyond gender as ‘sex-group differences’ to a deeper understanding of this notion as a cultural artifact, with more nuanced and complex understandings of boys and of girls and how gender affects young people’s identities as learners, as consumers of knowledge and skills, as well as differentially mediating their learning and ultimately their attainment. The chapter explores how we have moved from considerations of gender as a dichotomous variable (male/female) against which curriculum and assessment outcomes can be measured or evaluated, into considerations of gender as a culturally, fluid understanding of how boys and girls identify as individuals and as learners and how they differentially interact with subjects, subject knowledge and skills, as well as how these are taught and assessed.
Original languageEnglish
Title of host publicationThe Sage Handbook of Curriculum, Pedagogy and Assessment
EditorsDominic Wyse, Louise Hayward, Jessica Pandya
PublisherSAGE
Pages247-262
Number of pages16
ISBN (Print)978-1446297025
Publication statusPublished - 30 Jan 2016

Keywords

  • gender
  • curriculum
  • assessment

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  • Cite this

    Elwood, J. (2016). Gender and the Curriculum. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The Sage Handbook of Curriculum, Pedagogy and Assessment (pp. 247-262). SAGE. https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-curriculum-pedagogy-and-assessment-2v/book242832#description