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Still in the LEGO (LEGOS) room : female teachers designing curriculum around girls’ popular culture for the coeducational classroom in Australia

McKnight, Lucinda 2015, Still in the LEGO (LEGOS) room : female teachers designing curriculum around girls’ popular culture for the coeducational classroom in Australia, Gender and education, vol. 27, no. 7, pp. 909-927, doi: 10.1080/09540253.2015.1096920.

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Title Still in the LEGO (LEGOS) room : female teachers designing curriculum around girls’ popular culture for the coeducational classroom in Australia
Author(s) McKnight, LucindaORCID iD for McKnight, Lucinda orcid.org/0000-0003-0997-6790
Journal name Gender and education
Volume number 27
Issue number 7
Start page 909
End page 927
Total pages 19
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2015
ISSN 0954-0253
1360-0516
Keyword(s) curriculum design
gender
feminist discourse analysis
Summary While the issue of boys’ dominance of the curriculum has a long history, the article examines this phenomenon in a contemporary context, through an empirical study with female teachers designing English curriculum around girls’ media in a coeducational secondary school in Victoria, Australia. In this space, teachers, and the researcher, produce and perform both individual gendered identities and plans for the identities of future student subjects, while negotiating subject positions made available to girls and women in broader social contexts. In this instance, negotiations that take place during the development of a unit of work on Mattel's Barbie website form the basis of feminist discourse analysis, enabling us to ‘take stock’ in thinking about what curriculum design is, about where the past is situated in relation to the present, and to question why, within a discursive feminist/postfeminist entanglement, the heritage of feminist intellectual thought in this area seems absent.
Language eng
DOI 10.1080/09540253.2015.1096920
Field of Research 1303 Specialist Studies In Education
1608 Sociology
130101 Continuing and Community Education
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Taylor & Francis
Free to Read? Yes
Free to Read Start Date 2017-07-01
Persistent URL http://hdl.handle.net/10536/DRO/DU:30079826

Document type: Journal Article
Collections: School of Education
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Created: Thu, 26 Nov 2015, 11:50:16 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.