"I wanted to develop, in the boys, an interest in literature. I also
wanted them to try and see themselves as worthwhile
human beings even if they weren't the stereotype
male and that enjoying reading was a
positive thing."

...Teacher

Our 540 primary students come from semi rural to suburban areas. We have been using critical literacies to integrate issues of gender and power through the curriculum. This involves using research and academic discussion to support our teaching staff to implement the process.

Where It Began... Some boys were underachieving and showing little interest in literacy, and more boys were exhibiting aggressive and bullying behaviours. Neighbouring schools were reporting the same issues of literacy and boys' aggression.

Getting Started... Our school joined a working group looking at gender equity. We helped organise a conference on 'Boys, Gender and Schooling', which confirmed that our concerns were valid.

We also participated in a 'Which Boys/Which Girls' project with three local schools, which focused on students at educational risk. Readings, awareness raising at the conference, professional development and discussion moved teachers away from simplistic, quick-fix solutions for boys and helped them see that the problem required a whole school community discussion around the concept of gender equity.

How We Went About It... Teachers in the 'Which Boys/Which Girls' project selected an individual research problem. In addition, we developed a Learning Circle as an opportunity for teachers to share the processes and problems of the research, while focusing on background theory through reading, discussion and debate.

Teachers chose social action through literacy as a focus. They implemented classroom learning activities to look at the role of gender and power in writing and mass media available at home and at school. Through critically examining forms of literature, students have developed an increased understanding of their personal choices.

What We Are Learning... Teachers are undergoing considerable changes in their thinking and practices. Classroom practices are focusing on a broader notion of literacy and teachers are endeavouring to empower students through exploring some of the major influences on students' lives.

Students not only enjoy this learning, they are being empowered to understand how power affects them.

Our students have realised that it's not just physical size that matters in relationships. Their learning about power is now prompting them to question their choices about their behaviour and relationships - to realise that they have greater choices, and to take greater responsibility for their actions. This has resulted in a marked decrease in aggression and bullying among students - and an increase in positive social interaction among boys and girls

What's Next... It will be a long journey before the questions posed for this research can be answered. Sharing the projects with the school communities will stimulate further discussion. We hope this will encourage a focus on gender equity in all Key Learning Areas.

We are also increasing levels of participation from parents and the community in projects and inviting them to share ideas on gender equity and their children's learnings.

Power is understanding how you make people do things. It's not just bullying. My idea has changed from knowing that big people aren't the only ones with power and I feel good that big people don't have all the power.

Year 5 student