Human Rights

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By Mike Cole

A complete learn and reference publication on equality and schooling. Covers themes resembling race, incapacity, gender, sexuality and social category in a resource e-book structure.

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Additional resources for Education, Equality and Human Rights: Issues of gender, 'race', sexuality, disability and social class

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120). The percentages of women in work show an upward curve from around 30 per cent in 1918 to around 50 per cent today, but the sharpest increase is from the 1960s. Governments who wish to enter the Single Currency within the European Union have to meet the Convergence Criteria of the Maastricht Treaty, later developed at Amsterdam. This means reducing their national debt to 60 per cent or less of Gross Domestic Product (GDP), and their Public Sector Borrowing Requirement (PSBR) to 3 per cent or less of GDP.

Hurt (1979) suggests military drill as the masculine equivalent to the separate sort of education given to the girls, but fails to acknowledge the proportion of time filled by domestic subjects’ instruction. From 1870 onwards, the four features of curriculum thinking—selection, differentiation, functionality and social advancement—were clearly visible within the state-aided elementary sector (Weiner, 1994). Family culture was used as a rationale for the kinds of education offered to working-class girls and the training in domesticity linked with erratic school attendance.

Among historians of women’s education this assumption manifested itself in a focus on separate 21 22 Education, Equality and Human Rights accounts of middle-class schools. For example, there are a number of histories documenting women’s struggle to secure access to secondary and higher education (Bryant, 1979; Kamm, 1965; McWilliams-Tullberg, 1975), as well as more recent accounts of the lifestyle and occupational culture of women teachers in girls’ secondary schools and in higher education (Edwards, 1990; Vicinus, 1985).

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