Description
Gender in Learning and Teaching brings together leading gender and feminist scholars to provide a unique collection of international research into learning and teaching. Through dialogues across national traditions and boundaries, the authors provide new insights into the relations between feminist scholarship of pedagogy, gender and didactics, and offer in-depth accounts that critically investigate how gender relations are enacted, contested and analysed at the level of the classroom, the curriculum, and the institution.
Drawing on original research, the chapters explore gender dynamics in relation to student-teacher interactions, gendered classroom practices, curriculum content and knowledge formation in different subjects. The book includes accounts of innovative approaches to curriculum development to address gender inequality. It includes new theoretical frameworks and methodological approaches which provide fresh insights into gendered practices including intersectionality, new material feminism, epistemic gender positioning and cultural anthropology. The chapters span all education phases from early years to higher education.
This book makes a compelling case for the continuing relevance of feminist pedagogy and the urgent need for strategies to address gender inequalities in the classroom and beyond. It will be of great interest to academics and postgraduate students in the fields of theory, philosophy and feminist politics of learning and teaching; education and didactics; feminism and pedagogy; sociology and the arts.
Table of Contents
Preface
Andrea Abbas, Carol A. Taylor and Chantal Amade-Escot
Acknowledgements
Chapter 1
Introduction: Debates Across Anglophone and European Didactic Traditions
Andrea Abbas, Carol A. Taylor and Chantal Amade-Escot
Chapter 2
The Gendered History of Bildung as Concept and Practice: A Speculative Feminist Analysis
Carol A. Taylor
Paired Dialogue: Notes on the Potential of a Feminist Bildung: A French Perspective
Joël Lebeaume
Chapter 3
Epistemic Gender Positioning: An Analytical Concept to (Re)consider Classroom Practices within the French Didactique Research Tradition
Chantal Amade-Escot
Paired Dialogue: Subjects of Learning and Pedagogical Encounters
Susanne Gannon
Chapter 4
Queering Dissection: ‘I Wanted to Bury its Heart, at Least’
Sara Tolbert
Paired Dialogue: Didactic Transposition of Scientific Knowledge in the Classroom
Florence Ligozat
Chapter 5
Gender, the Postmodern Paradigm Shift, and Pedagogical Anthropology
Anja Kraus
Paired Dialogue: Ways of Knowing: Bodies, Knowledge and Power
Carol Taylor
Chapter 6
Tackling Intersecting Gender Inequalities through Disciplinary Based Higher Education Curricula: A Bernsteinian Approach
Andrea Abbas
Paired Dialogue: Can a Bernsteinian Focus on Intersecting Gender Inequalities Support Curriculum and Disciplinary change?
Isabelle Collet
Chapter 7
An Historical Exploration of Gender Representations in French Scientific and Technological Education School Textbooks
Joël Lebeaume
Paired Dialogue: Gender Differentiation in Craft and Domestic Education: Contrasting National Approaches
Carrie Paechter
Chapter 8
Temporalities, Pedagogies and Gender-Based Violence Education in Australian Schools
Susanne Gannon
Paired Dialogue: Toward an Articulation of the Two Layers of Didactic Transposition
Chantal Amade-Escot
Chapter 9
Butterflies for Girls, Tornadoes for Boys: Primary School Science Teaching in France and Geneva
Isabelle Collet
Paired Dialogue: Pokemon, Dragons and Dinosaurs: A Narrative of Gender and Science In/Exclusions and Why Tackling Them Matters
Sara Tolbert
Chapter 10
Playing, Teaching and Caring: Generative Productions of Gender and Pedagogy In/Through Early Years Assemblages
Nikki Fairchild
Paired Dialogue: Humanities, Pedagogy and Didactics: The Tacit Dimensions of Early Childhood Education
Anja Kraus
Chapter 11
Students’ Gendered Learning in Physical Education: A Didactic Study of a French Multi-Ethnic Middle School in an Underprivileged Area
Ingrid Verscheure and Claire Debars
Paired Dialogue: Sport, Physical Education and Gender: Analysing Complex Pedagogic Encounters
Andreas Abbas
Chapter 12
Beyond Binary Discourses: Making LGBTQI+ Identities Visible in the Curriculum
Carrie Paechter
Paired Dialogue: Why Some Bodies Matter More Than Other Bodies: A Posthumanist/ New Material Feminist Perspective
Nikki Fairchild
Chapter 13
In Conversation: Debating Gender and Feminism in Learning, Teaching and Didactics
Carol A. Taylor and Florence Ligozat
