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

journal contribution
posted on 10.11.2015, 00:00 authored by Lucinda McKnight
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.

History

Journal

Gender and Education

Volume

27

Issue

7

Pagination

909 - 927

ISSN

0954-0253

eISSN

1360-0516

Publication classification

C1 Refereed article in a scholarly journal; C Journal article

Copyright notice

2015, Taylor & Francis