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Recognising Power, Privilege and Context

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Gender Regulation, Violence and Social Hierarchies in School

Part of the book series: Palgrave Studies in Gender and Education ((GED))

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Abstract

This chapter contains five brief sections with concluding messages from this research. The first details the main aims of the study and its research questions. The second section identifies the key research findings, specifically drawing links between the discourses that were produced by the teachers, principals and students and illustrating the discursive realities that they constructed in collaboration. These collaborative findings produced three overarching themes: ‘gender regulation’, ‘institutional influence on social norms’ and ‘inevitability’, which are outlined below. This is followed by a description of the study’s contributions to the research field and some concluding thoughts.

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Authors and Affiliations

  1. The University of Sydney, Camperdown, 2006, New South Wales, Australia

    Victoria Rawlings

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  1. Victoria Rawlings
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Rawlings, V. (2017). Recognising Power, Privilege and Context. In: Gender Regulation, Violence and Social Hierarchies in School. Palgrave Studies in Gender and Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52302-0_7

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  • DOI: https://doi.org/10.1057/978-1-137-52302-0_7

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-52301-3

  • Online ISBN: 978-1-137-52302-0

  • eBook Packages: EducationEducation (R0)

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