Gender and the contemporary educational canon in the UK

Publication:
Gender and the contemporary educational canon in the UK

dc.contributor.author	Elliott, Victoria
dc.date.accessioned	2018-02-21T09:52:17Z
dc.date.available	2018-02-21T09:52:17Z
dc.date.created	2017
dc.date.issued	2018-02-21
dc.description.abstract	This paper presents an analysis of the gender of the authors and the main characters of the set texts for English examinations taken at age 16 in England, Northern Ireland, Scotland and Wales. It presents an argument for why representation within the canon is important and places this within the context of recent educational reform in England and Scotland. The analysis demonstrates that texts by female authors are in a minority, sometimes in the extreme, and when the gender of the main character is taken into account, there is an even greater imbalance. The reasons behind this, even after a time of major educational reform, are explored and the constraints of the market are suggested as reasons why greater risks were not taken.	es
dc.format	application/pdf	es
dc.format.extent	18	es
dc.identifier.issn	1578-7044
dc.identifier.uri	http://hdl.handle.net/10201/56329
dc.language	eng	es
dc.relation.ispartofseries	International Journal of English Studies, Vol. 17, Nº 22	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.subject	Set texts	es
dc.subject	Examinations	es
dc.subject	Gender	es
dc.subject	Canonical literature	es
dc.subject.other	CDU::8- Lingüística y literatura	es
dc.title	Gender and the contemporary educational canon in the UK	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es