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Gender inclusive Curricula: A focus on two responses

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Abstract

One of the requirements of the New Zealand Curriculum Framework (Ministry of Education, 1993a) is that all curricula developed in New Zealand must be gender inclusive. Developers of the recently released science curriculum, and the draft technology curriculum, have responded to this requirement in different ways. In this paper I discuss a theorisation of the term ‘gender inclusive’ within national curriculum development generally, and explore and analyse these different responses within the specific context of the science and technology curriculum developments. Particular emphasis is placed on the historical difference between science education and technology education in New Zealand schools, and on the impact theoretical discourses have on the way in which terms such as ‘gender inclusive curricula’ are conceptualised, and viewed as appropriate, or not, for specific purposes.

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Authors and Affiliations

  1. Centre for Science and Mathematics Education Research, University of Waikato, New Zealand

    Vicki Mather (Senior Tutor)

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  1. Vicki Mather
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Specializations: feminist theory, science education, technology education, technology curriculum development.

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Mather, V. Gender inclusive Curricula: A focus on two responses. Research in Science Education 24, 226–235 (1994). https://doi.org/10.1007/BF02356348

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