Overview How The Material Is Presented ]
In presenting the material for this project, there is much reliance on the data coming from the schools' experiences. Wherever possible, principals' and teachers' voices have been used, with only minor editing to ensure grammatical correctness. Though their direct comments remain anonymous, all those who contributed to the project during interviews or with materials have been acknowledged. Similarly, participating schools are acknowledged, but their identities not revealed within the text.
Case studies
Some of the data from the project are presented as eleven case studies which highlight a range of school situations and the ongoing nature of what they did and/or are doing in gender equity. In these case studies, while the starting point is schools' needs analyses, there is an attempt to provide an overview of how this relates to subsequent action and its consequences.
Data gathering strategies
In addition to the case studies, information is also presented in sections which focus more specifically on topics which emerged from the study as significant aspects of schools' gender equity needs analyses. The first of these is on data gathering strategies and presents, in summary form, a synopsis of the multitude of ways that schools went about gathering data about gender issues in their schools. It should be noted that often the strategies are simple and part of the every day life of any school.
Whose knowledge?
The section on the strategies that schools use to gather data is followed by an examination of who is available to provide information on gender issues within the school. This section illustrates that valuing the different perspectives and information provided by tapping the insights and experiences of the students, teachers and parents will enable the school to develop a better knowledge base and greater understanding from which to plan action.
Interpretive frameworks
The exploration of available sources of information about gender is followed by a section titled Interpretive Frameworks, which looks at how schools have interpreted their data. While several major frameworks have emerged from this study, an interesting aspect of the study has been the way in which teachers have dealt with the accumulating and sometimes contradictory data on gender. This section also looks at examples of teachers working through a number of interpretive frameworks to analyse their data.
The little things that educate you in gender
In talking with teachers about how they gathered and made sense of their data, what often also emerged were important aspects of their own histories. The title of this section comes from a personal reflection of a teacher talking about her own experiences of gender inequity and how these have contributed to her understanding of, and commitment to, gender equity. This section looks at some of the personal stories of teachers and concludes by recommending schools explore some of the background experiences and perceptions people bring to considerations of gender equity in schools.
This study ... and beyond
This section provides a synopsis of the areas most commonly being addressed by the schools in this study. Of itself, this is valuable as a sort of yardstick for what is currently happening in gender equity reform across Australia. However it is also important in terms of the five strategic directions of Gender Equity: A Framework for Australian Schools and the recent report Gender and School Education. This section draws together all three aspects.
References and recommended reading
A comprehensive list of references and recommended readings is provided. For purposes of accessibility, this has been organised on the basis of the five strategic directions of the Gender Equity: A Framework for Australian Schools. (It should be noted that the national framework document also includes useful additional readings.)