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Access, Inclusion, Climate, Empowerment (AICE): A Framework for Gender Equity in Market-Driven Education

June Larkin and Pat Staton
Canadian Journal of Education / Revue canadienne de l'éducation
Vol. 26, No. 3 (2001), pp. 361-376
DOI: 10.2307/1602213
Stable URL: http://www.jstor.org/stable/1602213
Page Count: 16
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Access, Inclusion, Climate, Empowerment (AICE): A Framework for Gender Equity in Market-Driven Education
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Abstract

We present a framework for conceptualizing gender equity, designed around four equity components: Access, Inclusion, Climate, and Empowerment (AICE). Our examination of these components in the current market schooling climate, with particular reference to the situation in Ontario, identifies some significant equity costs of market-driven education, including invisibility of systemic discrimination, co-option of gender equity initiatives to serve market objectives, failure to consider diversity and relations of power in educational practices, increased risks of sexual harassment, and increased barriers to social change. AICE equips educators with an analytical tool to conceptualize gender equity in a market-driven schooling climate. /// Les auteures proposent de conceptualiser le traitement équitable des sexes à l'aide d'un schéma formé de quatre éléments: accès, inclusion, climat et habilitation. L'analyse de ces éléments dans le contexte scolaire actuel, en particulier en Ontario, dévoile d'importants coûts inhérents à l'enseignement axé sur le marché, dont l'invisibililité de la discrimination systémique, l'assimilation aux objectifs du marché des initiatives en matière d'équité entre les sexes, l'occultation de la diversité et des relations de pouvoir dans les pratiques pédagogiques, les risques accrus de harcèlement sexuel et la multiplication des obstacles au changement social. Le schéma donne aux enseignants un outil analytique leur permettant de conceptualiser le traitement équitable des sexes dans un contexte éducatif axé sur le marché.

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