Publisher's Synopsis
This text raises a challenge to education systems and the definitions of what it is to be educated that underlines them. The concern is with pedagogy and students' learning, and this is set in a theoretical context which explores feminist perspectives on pedagogy, knowledge and achievement. International trends in subject perfromance throughout the schooling are examined in the areas of science, mathematics, technology, French, English and information technology. Also considered are a range of interventions in different contexts and countries addressing a range of purposes, all aimed at enhancing equity in schools and higher education systems.
