Geschlechterbewusste Pädagogik in der Praxis

The development of gender-conscious pedagogy as a topos is a result of debates concerning the treatment of girls and boys at school. While focussing on the field of school pedagogical practice, this work reconstructs how gender-conscious pedagogy can be defined on the basis of the statements of teachers who call themselves gender-conscious pedagogues.

Lydia Jenderek, wissenschaftliche Mitarbeiterin an der Universität Paderborn; Lehrerin an der Immanuel-Kant-Gesamtschule in Falkensee