Gender Policy Matters: Reviewing Gender Equity: A Framework for Australian Schools (1996) - Part 2: Policy inclusions and exclusions/ gaps and silences

This section of the symposium invites participants to revisit the strategic directions of the Gender Equity Framework, including the specified outcomes and indicators of improvement for each of the specified areas. These were: Understanding the process of gender construction; Curriculum, Teaching and Learning; Violence and School Culture; Post-School Pathways and Supporting Change. Framing questions include: How does the Gender Equity Framework produce (or contest) binary framings of gender, and normative (hetero)sexualities? How are intersections of gender with ethnicities, class, location, religion, ability and disability understood and realized in the policy apparatus? How were school and system leaders, teachers, students, families and communities evoked and positioned by the Gender Equity Framework? How do the statements and conference papers of Part B work with the Strategic directions of Part A? What are the limits of social constructionist views of gender? How do current perspectives challenge the assumptions underpinning the Gender Equity Framework (e.g. Pallotto-Chiarolla, 2015; Robinson et al., 2014)?