Abstract:
In this paper I assess the transformative potential of gender inclusive policy for primary practice. I investigate how it is conceptualised and enacted through a case study of interviewed practitioners.
I argue that gender inclusive policy has the transformative potential to motivate school based changes in classroom practice. However in this case the potential was largely unrealised except for those teachers who were already developing gender inclusive practices. For this transformative potential to be more substantively realised, I claim that policy needs to be conceptualised more comprehensively in relation to primary teaching. In addition, the gender inclusive curriculum needs to be conceptualised in less conservative ways. However the range of conceptions of gender inclusiveness held by the profession have to be acknowledged. Persisting gender exclusive practices and a gap between policy and practice have to be considered. Most importantly, significant teacher resistance must be taken into account if the transformative potential of gender inclusive policies is to be realised.
I argue that gender inclusive policy has the transformative potential to motivate school based changes in classroom practice. However in this case the potential was largely unrealised except for those teachers who were already developing gender inclusive practices. For this transformative potential to be more substantively realised, I claim that policy needs to be conceptualised more comprehensively in relation to primary teaching. In addition, the gender inclusive curriculum needs to be conceptualised in less conservative ways. However the range of conceptions of gender inclusiveness held by the profession have to be acknowledged. Persisting gender exclusive practices and a gap between policy and practice have to be considered. Most importantly, significant teacher resistance must be taken into account if the transformative potential of gender inclusive policies is to be realised.