File(s) under permanent embargo
Teacher stories of collusion and transformation: a feminist pedagogical framework and meta-language for cultural gender justice
This article examines data from two different studies concerning issues of social justice, gender and schooling and specifically the practices of secondary teachers, ‘Mr B’, a teacher from a school in Tasmania, Australia, and ‘Mr C’, a teacher from a school in Bedfordshire in the United Kingdom. Both teachers’ practices and relationships with students are analysed within a feminist interpretation of the Productive pedagogies model of quality teaching and learning. The two different stories are presented as juxtapositions that serve to illuminate the capacities of pedagogy to, on the one hand, work in ways likely to re-inscribe the discourses of entitlement and privilege that perpetuate cultural gender injustice, and on the other, transform these discourses towards more equitable and just networks of multiple and intersecting differences.
History
Journal
Journal of education policyVolume
23Issue
4Pagination
343 - 357Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
0268-0939eISSN
1464-5106Language
engPublication classification
C Journal article; C1.1 Refereed article in a scholarly journalCopyright notice
2008, Taylor & FrancisUsage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC