Gender inclusivity policy developments in Australia

This article traces two chronologies of gender inclusive policy development in Australia's national and state education policy arenas to demonstrate, from a feminist perspective, their limited applicability at the school level. Although gender inclusive principles are seen as desirable, inadequate policy conceptualizations are viewed as limited in the extent to which gender inclusiveness can be realized in schools. In particular, it is argued that more transformative conceptions of gender inclusiveness evident in the feminist academy should be promoted in policy.