Bengali (1), and Turkish (2). They had attended government (8), Catholic (5), and independent (1) single-sex schools across western Sydney. Four had attended boys’ schools, and ten had attended girls’ schools. Focus groups comprised students from different courses, school sectors, ethnicit...
They do so within the constraints of the discourses available to them to make meaning of their experiences. Even the presence of a gender noncon- forming teacher is a subtle expansion of ways of being in the world. Their accounts remind us that much of the learning of gender at schools ...