Playing the Game: Critical Literacy, Gender Justice and Issues of Masculinity

Autor/in	Keddie, Amanda
Titel	Playing the Game: Critical Literacy, Gender Justice and Issues of Masculinity
Quelle	In: Gender and Education, 20 (2008) 6, S.571-583 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Social Justice; Participatory Research; Critical Reading; Foreign Countries; Masculinity; Department Heads; English; Urban Areas; Scaffolding (Teaching Technique); Gender Issues; Power Structure; Teaching Methods; Males; Single Sex Schools; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Forschungstätigkeit; Kritisches Lesen; Ausland; Männlichkeit; English language; Englisch; Urban area; Stadtregion; Geschlechterfrage; Teaching method; Lehrmethode; Unterrichtsmethode; Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10