Teaching is a profession where we are persistently trying to ensure that our children have the best possible future, yet gender is still a huge hurdle in terms of expectations. We are setting children up to fail because society instills certain messages in them that can often stop them from achieving what they desire and as teachers, we aren’t always opposing them.
Often, teachers are so removed from this issue that they don’t see it going on in their classroom. This book provides thinking points for teachers and useful strategies for schools to overcome this divide and provide equal opportunities for all children. It’s commonplace to see this divide in newspapers and on social media, it’s something that needs to be addressed. As educators, we need to be at the forefront of this revolution.
Hollie Anderton covers research about the supposed academic differences between children and also the societal expectations that are instilled in children from birth. She explores what is normal and what is discrimination when it comes to gender and assesses how this is on a continuum. For teachers, it will give them reason to make changes in their classroom, however small, to ensure that children grow up to believe that they can achieve what they want, and their gender should have nothing to do with that.
Not only is this book a toolkit of gender equality, but it is a step towards making a difference.
About the authors
Hollie Anderson is a primary teacher in North Wales with a degree in Theatre. She trained in Bath Spa University to gain her PGCE and has an experimental classroom which she has developed from other practitioners. She is a firm advocate for anything collaborative and creative and has a huge interest in managing classroom behaviour.
Ross Morrison McGill is @TeacherToolkit, the ‘most followed educator on Twitter in the UK’ and founder of one of the most popular education websites in the U.K. He is an award-winning blogger, author and teacher who has worked in some of the most challenging schools in London over the past three decades.
"An important book that looks at how gender inequality in society can affect the classroom - and offers clear thinking on what teachers can do about it." -- Darren Chetty, Teacher & Writer. Doctoral Candidate at UCL IoE.
"As a child I loved acting, singing and painting; I was made to feel like the odd one out in my school; a highly competitive, all boys’ school. I felt the issue but the other way around. It is why I think that this book is so important. We must all pay attention and take action so that all of our children achieve their potential and follow their dreams no matter what their gender.’ Dr Richard Gerver, Author & Speaker, expert in Human Leadership
"This book will really open the eyes for many to gender gap issues – where it starts, the roles we all play and most importantly how we can change it." Claire Young, founder of School Speakers, Finalist of The Apprentice, 2008
"This is a much needed book and complements the work of #WomenEd. The myth-busting sections are very helpful as are strategies offered to deal with the myths that lead to fixed attitudes to gender. It’s easy to read and the voices of teachers and young people mean it is relevant and eye-opening at times!” Vivienne Porritt, National leader of #WomenEd and Leadership Expert
"Such an important book for educators that want to take seriously the implications of recent research on gender differences. Those working in schools have an opportunity to reflect on the language they use, possible assumptions they encounter that need challenging, and the alternative approaches they can take, to directly influence the lives of girls and boys in their care. Great to see some strong historical foundations put in place here that then sets practical strategies in a wider context. It is refreshing to see Hollie challenge the topic of aspirations in particular as this is an area where teachers can significantly underestimate their long-term influence." Beth Kelly, teacher trainer, tutor and researcher
|Author||Hollie Anderton with Ross Morrison McGill|
|No of pages||No|
|Publication Date||30 Sep 2018|