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By Catherine Marshall
V. 1. A point of view from basic and secondary education -- v. 2. A standpoint from post-secondary schooling
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And CHEN, M. (1993) ‘The feminization of the principalship in Israel: The tradeoff between political power and cooperative leadership’, in MARSHALL, C. (Ed) The New Politics of Race and Gender, London, The Falmer Press, pp. 175–82. GOODNOW, E. (1987) ‘Topics, methods, and models: Feminist challenges in social science’, in PATEMAN, C. and GROSS, E. (Eds) Feminist Challenges: Social and Political Theory, Boston, Northeastern University Press, pp. 1–31. GOODNOW, E. and PATEMAN, C. , pp. ix-xvi. T.
Ed) The New Politics of Race and Gender, London, Falmer Press, pp. 155–67. PAIK, A. (1995) ‘Teen pregnancy expert touts education’, The News and Observer, June 20, 1B and 8B. PATEMAN, C. (1985) ‘Introduction’, in GOODNOW, J. and PATEMAN, C. , pp. ix-xvi. PATEMAN, C. and GROSS, E. (Eds) (1987) Feminist Challenges: Social and Political Theory, Boston, MA, Northeastern University Press. PRUNTY, J. (1985) ‘Signposts for a critical education policy analysis’, Australian Journal of Education, 29(2), pp.
Demand monitoring and reporting? Deal with self-esteem? Deal with women’s ways of knowing and moral reasoning? Deal with needs for relationship, collaboration? Deal with incorporating the private sphere? Focus on only the high achievers? How all-encompassing is it? 38 Does it acknowledge resistance to change and economic and political and historical contexts? Who is the target audience? Who carries the burden of implementation and are they capable? Dismantling and reconstructing policy analysis 23 Such methodologies, used as policy analysis, hold great promise and a longmissing agenda for education, asking widened questions with policy issues generated inclusively.