[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593390-105":59,"doc-detail-593390-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-framework-for-gender-justice-evaluating-the-transformative-capacities-of-three-key-australian-schooling-initiatives","A Framework for Gender Justice - Evaluating the Transformative Capacities of Three Key Australian Schooling Initiatives","","A feminist agenda for addressing gender inequities through redistribution and recognition grounds this paper’s transformative justice framework, drawing on Fraser’s work (1997). By moving beyond competing logics, it restructures inequitable gender differentiation across political-economic structures and patterns of representation, interpretation, and communication. The framework is applied to three Australian schooling initiatives: The New Basics Project, The Productive Pedagogies Framework, and the Success for Boys initiative. The analysis evaluates their capacities to enable or constrain transformative redistributive and cultural gender justice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-framework-for-gender-justice-evaluating-the-transformative-capacities-of-three-key-australian-schooling-initiatives/593390/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-framework-for-gender-justice-evaluating-the-transformative-capacities-of-three-key-australian-schooling-initiatives/593390.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework does the paper propose for gender justice in education?","Question",{"text":112,"@type":113},"It proposes a transformative justice framework grounded in a feminist agenda and drawing on Fraser (1997), focused on restructuring inequitable gender differentiation across social and political-economic patterns.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which Australian schooling initiatives are critically assessed?",{"text":117,"@type":113},"The paper assesses three initiatives: The New Basics Project, The Productive Pedagogies Framework, and the Success for Boys initiative.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper evaluate the initiatives’ potential?",{"text":121,"@type":113},"It explores their capacities for enabling or constraining transformative redistributive and cultural gender justice, using critical lenses that can identify both inadequacies and alternative ways to redress gender injustice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593390,1792193230,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","A Framework for Gender Justice: Evaluating the Transformative Capacities of Three Key Australian Schooling Initiatives  \nAmanda Keddie  \nUniversity of Queensland  \nAbstract  \nThrough a feminist agenda that seeks to redress gender inequities through remedies of redistribution and recognition, this paper draws on Fraser’s work (1997) to articulate a framework of transformative justice. In moving beyond the competing logics underpinning such remedies, this framework adopts a transformative theory and politics in problematising and seeking to restructure the inequitable gender differentiation of political-economic structures and social patterns of representation, interpretation and communication. This framework of gender justice is presented as useful in evaluating the ideologies and practices of particular schooling initiatives and thus is drawn on to critically assess three initiatives that currently seek to address issues of social/gender equity in education within Australia: The New Basics Project, The Productive Pedagogies Framework and the Success for Boys initiative. In particular, the paper critically explores these initiatives in terms of their capacities for enabling or constraining a transformative redistributive and cultural gender justice.  \nIntroduction  \nThe ‘boy turn’ in the gender debate (Weaver-Hightower 2003) over the past decade or so has proliferated numerous curriculum and pedagogy related reforms and interventions for boys under the auspices of gender equity. The most expensive and comprehensive reform in Australia to date is the recently announced DEST (Department of Education, Science and Training) supported 19.4 million dollar‘Success for Boys’ program that builds on stages one and two of the seven million dollar Boys’ Education Lighthouse Schools programs. Success for Boys aims to improve boys’ motivation, engagement, and learning outcomes (DEST 2005) . The overview states:  \nThe Australian Educational Researcher, Volume 32, Number 3, December 2005 •83  \nAMANDA KEDDIE  \nThe Australian Government is committed to helping all young Australians achieve strong educational outcomes. Research shows that overall, while many boys in Australian schools are doing well, boys are not achieving as well as girls across a range of educational and social measures.  \nBoys are more likely to drop out of school early and less likely to goon to university than girls. Boys achieve lower literacy scores and are more likely to experience discipline problems than girls (DEST 2005) .  \nSuch programs can clearly be associated with the enduring moral concern about boys’schooling performance – a concern, of course, that continues to provide a pervasive warrant for the generous and ongoing allocation of funding for boys, but a concern, nevertheless, that is invariably fuelled by the reductionist and reactionary arguments of a ‘competing victims’ approach to the issue of gender equity (Cox 2002) .  \nIn this regard, such programs must be understood within broader reductionist cultures of performativity that have worked to re-articulate equity to stress academic outcomes (Taylor & Henry 2000) . Here a focus on crude indicators of success and failure (such as those associated with easily quantifiable standardised tests) and essentialised accounts of gender have promoted a ‘failing boys’ discourse and a sense that all girls are now outperforming all boys. This climate has undoubtedly made more possible the overwrought concerns with boys’ schooling performance, particularly in the area of literacy and school retention rates (Hayes 2003, Lingard 2003) . Such programs must also be located within a backlash context fuelled by public discourse, particularly the media, against feminist gains in education (Hayes 2003) . Here a common understanding is that‘girls’ strategies’ in schools have gone too far, are now unfair to boys and should be rectified in favour of boys’ needs (Hayes 2003, Kenway & Willis 1998) .  \nIn response to these reductionist","cbCaitpnLW3FUBjf","https://ap.wps.com/l/cbCaitpnLW3FUBjf","pdf",152885,"English","# Abstract\n# Introduction\n## The “boy turn” and boys-focused reforms\n## Performative reductionism and the “failing boys” discourse\n## Backlash to feminist education gains and defensive feminist responses","[{\"question\":\"What framework does the paper propose for gender justice in education?\",\"answer\":\"It proposes a transformative justice framework grounded in a feminist agenda and drawing on Fraser (1997), focused on restructuring inequitable gender differentiation across social and political-economic patterns.\"},{\"question\":\"Which Australian schooling initiatives are critically assessed?\",\"answer\":\"The paper assesses three initiatives: The New Basics Project, The Productive Pedagogies Framework, and the Success for Boys initiative.\"},{\"question\":\"How does the paper evaluate the initiatives’ potential?\",\"answer\":\"It explores their capacities for enabling or constraining transformative redistributive and cultural gender justice, using critical lenses that can identify both inadequacies and alternative ways to redress gender injustice.\"}]","A Framework for Gender Justice - Evaluating the Transformative Capacities of Three Key Australian Schooling Initiatives | PDF",1792077173]