You are not logged in.

Playing the game: critical literacy, gender justice and issues of masculinity

Keddie, Amanda 2008, Playing the game: critical literacy, gender justice and issues of masculinity, Gender and education, vol. 20, no. 6, pp. 571-583, doi: 10.1080/09540250701829979.

Attached Files
Name Description MIMEType Size Downloads

Title Playing the game: critical literacy, gender justice and issues of masculinity
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Journal name Gender and education
Volume number 20
Issue number 6
Start page 571
End page 583
Total pages 13
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2008
ISSN 0954-0253
1360-0516
Keyword(s) gender
gender justice
masculinities
critical literacy
teacher authority
Summary This paper explores issues of critical literacy, gender justice and masculinity through ‘Mr A’s’ story. Mr A is head of English at ‘Grange College’ – an all boys’ school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and ‘the masculine’ within Mr A’s ‘teaching‐as‐usual’ discourse constrains his efforts to pursue gender justice through critical literacy. While Mr A scaffolds his students’ critical analysis of gender and power in texts, his investments in teacher/student binary relations draw rigid boundaries between himself and his students in ways that delegitimise the terrain beyond the rational and ignore a theorising of the self. Drawing on Mr A’s story within Davies’ theorising about the possibilities of critical literacy, this paper adds to key work in arguing the importance of teachers’ interrogating their classrooms as lived texts where the relations of domination and power that derail the social justice possibilities of critical literacy can be made both recognisable and revisable. Such interrogation is foregrounded here as particularly urgent within the current moment where rationalist discourses within and beyond schools are increasingly working to circumscribe and constrain teacher practice in ways that stifle transformative social agendas.
Language eng
DOI 10.1080/09540250701829979
Field of Research 130308 Gender, Sexuality and Education
1303 Specialist Studies In Education
1608 Sociology
Socio Economic Objective 939904 Gender Aspects of Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087507

Document type: Journal Article
Collection: School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 4 times in TR Web of Science
Scopus Citation Count Cited 4 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 39 Abstract Views, 1 File Downloads  -  Detailed Statistics
Created: Thu, 05 Jan 2017, 11:49:12 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.