Working on the inside: discourses, dilemmas and decisions

Abstract

Directing a publicly‐funded project can present a number of challenges to researchers in reconciling their own philosophy with the expectations of their funders. This paper explores those dilemmas in the context of a four‐year project funded by the British Government to explore strategies to raise boys’ achievement. It reflects on the underlying philosophy of the project and outlines our theoretical position, arguing that some focus on performativity is justified in considering girls’ and boys’ achievements. At the same time, however, we suggest that it is possible to retain a commitment to feminist values, to engage critically with issues of masculinity and to avoid essentialist readings of gender. In arguing for a more nuanced discussion of gender, sensitive to individual school contexts, we argue that the project has allowed a contribution to policy and practice that would otherwise not have been possible.

Notes

1. The final report was subsequently published by the DfES in May 2005 (Younger et al., 2005a).

2. Benchmark grades are defined as the percentage of children achieving five or more A*–C grades (the higher level grades) at GCSE (the school leaving examination in England which is taken by most students at age 16). School league tables are constructed on the basis of these benchmark grades.

3. Year 6 pupils are aged 10–11.