Erasures of gender in/equity in Australian schooling: 'The program is not about turning boys into girls'

• Published in: Gender and education Vol. 34; no. 8; pp. 1041 - 1057
• Main Author: Wolfe, Melissa Joy
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 17.11.2022; Taylor & Francis Ltd
• Subjects: Aboriginal Australians; Bisexuality; Cartography; Education; Education policy; Educational Environment; Educational Policy; Equal Education; equity; Fairness; Females; Feminism; Foreign Countries; Gender; Gender Bias; Gender equity; Gender inequality; Girls; Harassment; Heteronormativity; Inequality; Intersexuality; Lesbianism; LGBTQ People; Males; Masculinity; Money; new materialism; Policy making; Racism; School Safety; Schools; Sex Fairness; Social Bias; Womens Education; Australia
• ISSN: 0954-0253; 1360-0516
• DOI: 10.1080/09540253.2022.2094349

This paper is a making, a cartography that maps gender equity policy in Australian education. I suggest that entrenched reductive sexist, racist, homo/transphobic and misogynistic practices have not significantly shifted materially since the implementation of inaugural gender equity programs in the 1970s, despite the investment of much money, research and purported policy changes. My cartography intentionally draws attention to how policy material impacts precarious bodies in education; those that remain firmly classified as girls and the intersecting disadvantages of students who identify as Black, Indigenous, people of color (BIPOC), gender diverse, and Lesbian, Gay, Bisexual, Transexual, Queer, Intersex (LGBTQI+). I propose that gender in/equity that continues to flourish in our schools is a consequence of an ongoing patriarchal heteronormative education policy that has efficiently removed gender from the equity equation. At present gender, inequity is hidden in plain sight and gender and sex-based violence and harassment remain rife in schools, covertly entangled in practices and processes.