NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ680753
Record Type: Journal
Publication Date: 2004-Jun-1
Pages: 18
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0954-0253
What Happens to the Girls? Gender, Work and Learning in Canada's "New Economy"
Fenwick, Tara
Gender and Education, v16 n2 p169-185 Jun 2004
Policies hailing lifelong learning in the so-called New Economy promote equitable knowledge work and work-related learning opportunities for all. Gender is hardly mentioned in these discourses; some might assume gender is 'resolved' in a new economy emphasizing entrepreneurism, technology, knowledge creation and continuous learning. However a closer look reveals that gendered inequity persists both in access to and experience of these learning opportunities. Indeed, familiar issues of women, work and learning are exacerbated in the changing contexts and designs of work comprising the so-called New Economy. This is argued in the frame of Canada's most recent policies on work and learning, drawing from contemporary Canadian studies and statistics to underline the point. Current provisions for girls' and women's vocational education in Canada are assessed in light of these issues, focusing on particular learning needs of girls and gendered issues they face in entering the labour market of the New Economy. To move beyond a critical analysis and outline a possible way forward, four directions for change are suggested: more gender-sensitive career education for girls; sponsored vocational education for women; management education in gendered issues arising in the changing economy; and critical vocational education in both schools and workplaces.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.;
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A