Academic literature on the topic 'School dress codes'

Education has ever been considered as the best instrument for facilitating women empowerment and ensuring gender justice. Schools play a major role in gender socialization, and are expected to develop proper attitudes and values in children required for a gender just society. Based on the empirical studies conducted in 24 schools in Kerala, India, the gender bias existing in the overall school climate and classroom practices are exposed. The study using observation and interviews revealed that the practices in several schools are gendered with regard to the rules and regulations, dress code, seating arrangements and play provisions to boys and girls. Findings also revealed that there are gendered classroom practices existing with regard to teacher-student verbal interaction, teacher eye contact and attention, grouping of students, assigning roles and responsibilities, and disciplinary practices. Based on the findings, the author suggests measures to eliminate the gender bias from the school education system.

Chapter 4 charts the most contested phase of Black educational activism in the North as support for Black-controlled schools expanded alongside the Black Power movement, concurrent with the growth of court-ordered school desegregation across the urban North. “Community-control” activists, like those in New York City and Newark, New Jersey, saw separation as a rational response to what they viewed as the dismal failure of school integration. They called for community control over administration, curriculum, pedagogy, and hiring in majority Black schools and called for desegregation plans to be halted. Student activists demanded Black history courses, fairer discipline and dress code policies, and more respect for Black culture. Not everyone agreed with this renewed vision of autonomous Black institution-building, especially an older generation of civil rights warriors. Although briefly appealing, community control and Afrocentric curricula did not successfully equalize public education and receded in the early 1970s.

This chapter deals with two separate areas of learning: attention and sequential organization. Difficulties in either area can occur in isolation or in combination with other forms of specific learning difficulty. The ability to ignore distractions and to focus on one activity at a time is a skill that children usually develop gradually as they grow. It is quite normal for toddlers and pre-school-aged children to be easily distractible, but the ability to channel attention selectively usually increases progressively once children start school. Some children experience significant difficulties in learning to attend. As a result, they are easily distractible and do not persist for long with tasks. If this is a significant problem, it is referred to by the umbrella term ‘attention-deficit/hyperactivity disorder’ (ADHD). This means attention-deficit with or without hyperactivity. Such children may be overactive and impulsive, although this is not always the case. It is this overactivity that has given rise to the term hyperactivity (‘hyper’ is Greek for ‘over’). All children with attention-deficit/hyperactivity disorder experience difficulty with concentration. There are two forms of the condition: one where overactivity and impulsivity are present and the other where these coexisting problems are absent. The two forms of attention-deficit/hyperactivity disorder may be clarified by describing two children, each with one of the forms of the disorder. George is his mother’s third child. She describes him as completely different from the other two. As a baby he slept very little and cried constantly. As a toddler he was always on the go, ‘as if driven by a motor’. Now, aged nine years, his teacher describes him as ‘disorganized, disruptive, and fidgety’. His mother reports that he hardly ever sits still at home. He will not sit through a favourite TV programme or a meal. He is still so disorganized that if she did not help him to dress in the morning, he would not be in time for school. He is also very impulsive. He does not seem to think before he acts. He takes terrible risks and often says the first thing that comes in to his head.