This thesis contributes to the academic fields of gender and education through an empirical account of how female teachers design curriculum around girls’ popular culture in a contemporary coeducational setting. The thesis argues for reflexivity around curriculum, and also for the re-articulation of curriculum theory with feminist and poststructuralist perspectives.
Field of Research
130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
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