Taking Stock: A Framework
Gender and Education
Taylor & Francis (Routledge)
Copyright © 2015 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on 30 November 2015, available online: http://wwww.tandfonline.com/ 10.1080/09540253.2015.1105401.
Reason for embargo
‘Taking stock is to think carefully about a situation or event and form an opinion about it, so that you can decide what to do’ (Cambridge Definition Online). The phrase is an English idiom, but its meaning has international resonance. ‘Taking stock’ is an everyday activity, but this special edition focuses on ‘taking stock’ as an important and timely aspect of our practice as scholars of gender and education. This Special Issue begins a process of taking stock of the gender and education field. Our approach stresses the importance of taking stock as a broad range of practices and foci that embrace the past, present and future. This is potentially a huge undertaking and far too large to be accommodated in a single issue of Gender & Education. The aims of this Special Issue are, therefore, more modest and geared towards enabling an ongoing process. The articles featured in this volume provide examples of taking stock of different aspects of gender and education from a range of perspectives. We hope these will spark productive discussions but also encourage further reflections on where we have come from, where we are and where we are heading. To this end, we hope that this special issue will create further openings for dialogue and that others will be inspired to move beyond the ideas represented here and submit articles on this theme in the future . In this introduction we suggest a number of ways in which authors may consider taking up this exercise, but it would seem particularly apt that this future work is done from a range of different vantage points in order to extend the work started here (e.g. further ‘looking’ and ‘asking’ from beyond the Global North). To facilitate this ongoing project in gender and education, here we present a framework for taking stock and address some of the challenges involved in this practice. Before doing this we reflect briefly on previous appraisals of the gender and education field and why it is timely to engage in a more extensive taking stock.
Dr Alexandra Allan University of Exeter Graduate School of Education St Luke's Campus, Heavitree Road Exeter Devon EX1 2LU United Kingdom
Vol. 27, Iss. 7, pp. 733 - 743
Place of publication