Gender in Learning and Teaching Feminist Dialogues Across International Boundaries

Gender in Learning and Teaching brings together leading gender and feminist scholars to provide a unique collection of international research into learning and teaching. Through dialogues across national traditions and boundaries, the authors provide new insights into the relations between feminist scholarship of pedagogy, gender and didactics, and offer in-depth accounts that critically investigate how gender relations are enacted, contested and analysed at the level of the classroom, the curriculum, and the institution. Drawing on original research, the chapters explore gender dynamics in relation to student-teacher interactions, gendered classroom practices, curriculum content and knowledge formation in different subjects. The book includes accounts of innovative approaches to curriculum development to address gender inequality. It includesnew theoretical frameworks and methodological approaches which provide fresh insights into gendered practices including intersectionality, new material feminism, epistemic gender positioning and cultural anthropology. The chapters span all education phases from early years to higher education. This book makes a compelling case for the continuing relevance of feminist pedagogy and the urgent need for strategies to address gender inequalities in the classroom and beyond. It will be of great interest to academics and postgraduate students in the fields of theory, philosophy and feminist politics of learning and teaching; education and didactics; feminism and pedagogy; sociology and the arts.

Preface Andrea Abbas, Carol A. Taylor and Chantal Amade-Escot Acknowledgements Chapter 1 Introduction: Debates Across Anglophone and European Didactic Traditions Andrea Abbas, Carol A. Taylor and Chantal Amade-Escot Chapter 2 The Gendered History of Bildung as Concept and Practice: A Speculative Feminist Analysis Carol A. Taylor Paired Dialogue: Notes on the Potential of a Feminist Bildung: A French Perspective Joël Lebeaume Chapter 3 Epistemic Gender Positioning: An Analytical Concept to (Re)consider Classroom Practices within the French Didactique Research Tradition Chantal Amade-Escot Paired Dialogue: Subjects of Learning and Pedagogical Encounters Susanne Gannon Chapter 4 Queering Dissection: ‘I Wanted to Bury its Heart, at Least’ Sara Tolbert Paired Dialogue: Didactic Transposition of Scientific Knowledge in the Classroom Florence Ligozat Chapter 5 Gender, the Postmodern Paradigm Shift, and Pedagogical Anthropology Anja Kraus Paired Dialogue: Ways of Knowing: Bodies, Knowledge and Power Carol Taylor Chapter 6 Tackling Intersecting Gender Inequalities through Disciplinary Based Higher Education Curricula: A Bernsteinian Approach Andrea Abbas Paired Dialogue: Can a Bernsteinian Focus on Intersecting Gender Inequalities Support Curriculum and Disciplinary change? Isabelle Collet Chapter 7 An Historical Exploration of Gender Representations in French Scientific and Technological Education School Textbooks Joël Lebeaume Paired Dialogue: Gender Differentiation in Craft and Domestic Education: Contrasting National Approaches Carrie Paechter Chapter 8 Temporalities, Pedagogies and Gender-Based Violence Education in Australian Schools Susanne Gannon Paired Dialogue: Toward an Articulation of the Two Layers of Didactic Transposition Chantal Amade-Escot Chapter 9 Butterflies for Girls, Tornadoes for Boys: Primary School Science Teaching in France and Geneva Isabelle Collet Paired Dialogue: Pokemon, Dragons and Dinosaurs: A Narrative of Gender and Science In/Exclusions and Why Tackling Them Matters Sara Tolbert Chapter 10 Playing, Teaching and Caring: Generative Productions of Gender and Pedagogy In/Through Early Years Assemblages Nikki Fairchild Paired Dialogue: Humanities, Pedagogy and Didactics: The Tacit Dimensions of Early Childhood Education Anja Kraus Chapter 11 Students’ Gendered Learning in Physical Education: A Didactic Study of a French Multi-Ethnic Middle School in an Underprivileged Area Ingrid Verscheure and Claire Debars Paired Dialogue: Sport, Physical Education and Gender: Analysing Complex Pedagogic Encounters Andreas Abbas Chapter 12 Beyond Binary Discourses: Making LGBTQI+ Identities Visible in the Curriculum Carrie Paechter Paired Dialogue: Why Some Bodies Matter More Than Other Bodies: A Posthumanist/ New Material Feminist Perspective Nikki Fairchild Chapter 13 In Conversation: Debating Gender and Feminism in Learning, Teaching and Didactics Carol A. Taylor and Florence Ligozat

Carol A. Taylor is Professor of Higher Education and Genderat the University of Bath, UK. Her research utilizes feminist, new materialist and posthumanist theories and methodologies to explore gendered inequalities, spatial practices, and staff and students’ participation in a range of higher educational sites. Her latest co-edited book is Posthuman Research Practices in Education (with Christina Hughes) and she is aco-editor of the journal Gender and Education. Chantal Amade-Escot is Professor of Educational Sciences at the University of Toulouse– Jean Jaurès, France. Her research interests lie in the situated process of teaching and learning with a focus on gender, teacher and students’ joint action, teachers’ practical epistemology and the specificity of the content. She is also interested in the analytical power of the conceptual constructions developed by subject didactics research in classrooms. She is a co-editor of the French international journal Education & Didactics. Andrea Abbas is Head of the Department of Education at the University of Bath, UK. Her research uses critical sociological theory to explore how gender and intersecting differences (age, class, disability, ethnicity) are challenged, perpetuated or transformed through educational practices and experiences. She co-leads the China Centre at the University of Bath. Her latest book is Quality in Undergraduate Education (with Monica McLean and Paul Ashwin).