Productions of Sexual Differences in Catholic ‘Life Schools’, 1947–1968

Education researchers question the ways in which education contributes to the reproduction of inequality. 2 Feminists allege that schooling contributes to inequality and they advocate the examination of how sexual differences are produced through education. One problem is that, to many people, striving after equality means that women have a lot to catch up with, or, in other words, they must adjust to a male norm. On the other hand, maintenance of the differences — traditionally known as ‘feminine values’ — can mean a maintenance of existing power relations. A similar dilemma is posed within socio-educational research in relation to different classes and ethnic groups. This concerns climbing the social ladder by conforming to prevalent norms or maintaining cultural differences. 3 In contrast, in ‘Meisjesonderwijs of onderwijs voor meisjes’ (‘Girls’ education or education for girls’), Saskia Grotenhuis and Monique Volman argue that we shouldn’t be thinking in terms of a choice between these two, but should be looking for other options: at which differences or equality are actually worth striving for. 4 Grotenhuis and Volman advocate research into the way production of sexual differences occurs within specific kinds of education, so that it becomes clear to what extent their content, design and culture is beneficial for the development of women. According to these researchers, revealing how sexual differences acquire meaning in specific contexts (training courses, etc. are meant here) can prevent the determination of new unequivocal meanings of femininity and masculinity. 5