ABSTRACT
This chapter takes as its case study a type of new programme that was initiated across many sectors of education and in many different countries in the latter part of the twentieth century (see Kelly 1989; Coats 1996). This many-pronged initiative takes as its interest issues of gender and as its formal concern some interest in producing changes in the gendered subject who is the student of the programme, and the gendered patterns of social outcomes which are produced from education.
