Case Studies Case Study 9: Gender in the curriculum ]
The school is a well established girls' school with a tradition of academic success. It is situated in a capital city and draws its students from a wide range of socioeconomic backgrounds. As a school with a strong church foundation, the Religious Education department has great influence on the philosophy of the school and how this is interpreted within aspects of curriculum and organisation.
Needs analysis was based on:
A catalyst for change
Some years ago a new teacher was appointed as Head of Religious Education. She brought with her, strong feminist perspective's including a critical awareness of the role of women within the church. She raised the awareness of teachers, getting them to look at introducing gender inclusive language (for example in liturgies and at assemblies), and integrating gender perspective's into curriculum areas.
Initially the new teacher had little support but some came from the deputy principal. With this support from someone in the school's administration team she was able to generate changes. Although not all staff were initially enthusiastic, they were not actively resistant to the proposed changes. The changes were made within the context of the moves towards a less hierarchical `church of the people'. They were also made at a time when most education systems were introducing gender equity policies, running conferences and offering professional development on the topic of girls in education.
Embedding gender issues across the curriculum
The school worked to make the curriculum more inclusive of women and girls through changes to the language, the selection of topics and texts and the introduction of programs of study which focused on feminist perspective's. Integration of gender issues occurred across the curriculum and students were given the opportunity to study units such as The Female Voice in English and Feminist Theology in Religious Education (the latter including examining a male construction of God).
Some resistance to studying `women's issues' occasionally surfaced from girls whose family and economic situations removed them from experiencing the difficulties faced other women in less favourable circumstances.
Changes were made in assessment and understandings of gender and gender construction were included. Within careers education the girls were encouraged to consider a broad range of future options-through careers counselling, the use of role models among ex-students and careers nights with invited guests.
Bullying and sex based harassment and the misuse and abuse of power within the student group sometimes occurred. Policies were developed to provide correct procedures and teachers worked on these issues with students within life skills classes.
Staff development and awareness of gender issues
The staff were encouraged to attend professional development seminars and conferences which focus on gender issues, and to keep up to date with educational research. New staff are inducted into what has been achieved and what the school's goals are for girls' education.
Generally the changes initiated by staff were based on their professional, philosophical and spiritual beliefs. These beliefs were supported by ongoing observations of students' attitudes and perceptions, by information from teachers' interactions with students and by analysis of students' work and responses. The knowledge, the curriculum changes and the teaching strategies they developed were built up over the last six or seven years and became well embedded in regular school practices.
