Table Of ContentGender in Learning and Teaching
Gender in Learning and Teaching brings together leading gender and feminist scholars to pro-
vide a unique collection of international research into learning and teaching. Through di-
alogues 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 knowl-
edge formation in different subjects. The book includes accounts of innovative approaches
to curriculum development to address gender inequality. It includes new theoretical frame-
works 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 didac-
tics; feminism and pedagogy; sociology and the arts.
Carol A. Taylor is Professor of Higher Education and Gender at the University of Bath,
UK. Her research utilises feminist, new materialist and posthumanist theories and methodol-
ogies 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 a co-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 teach-
ing 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).
Routledge Research in Educational Equality and Diversity
Books in the series include:
An Asset-Based Approach to the Education of Latinos
Understanding Gaps and Advances
Eugene E. Garcia and Mehmet Dali Öztürk
Whiteness, Pedagogy, and Youth in America
Critical Whiteness Studies in the Classroom
Samuel Jaye Tanner
Building resilience of floating children and left-behind
children in China
Power, politics, participation, and education
Guanglun Michael Mu
Black Men in Law School
Unmatched or Mismatched?
Darrell D. Jackson
British Pakistani Boys, Education and the Role of Religion
In the Land of the Trojan Horse
Karamat Iqbal
Gender in Learning and Teaching
Feminist Dialogues Across International Boundaries
Edited by Carol A. Taylor, Chantal Amade-Escot and Andrea Abbas
For more information about this series, please visit: www.routledge.com/
Routledge-Research-in-Educational-Equality-and-Diversity/book-series/
RREED
Gender in Learning and
Teaching
Feminist Dialogues Across International
Boundaries
Edited by Carol A. Taylor,
Chantal Amade-Escot and
Andrea Abbas
First published 2019
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2019 selection and editorial matter, Carol A. Taylor,
Chantal Amade-Escot and Andrea Abbas; individual chapters,
the contributors
The right of Carol A. Taylor, Chantal Amade-Escot and
Andrea Abbas to be identified as the authors of the editorial
material, and of the authors for their individual chapters, has been
asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record for this title has been requested
ISBN: 978-1-138-47915-9 (hbk)
ISBN: 978-1-351-06646-4 (ebk)
Typeset in Bembo
by codeMantra
Contents
List of figures ix
Notes on contributors xi
Preface xv
ANDREA ABBAS, CAROL A. TAYLOR AND CHANTAL AMADE-ESCOT
Acknowledgements xvii
1 Introduction: debates across Anglophone and
European Didactic traditions 1
ANDREA ABBAS, CAROL A. TAYLOR AND CHANTAL AMADE-ESCOT
2 The gendered history of Bildung as concept and
practice: a speculative feminist analysis 11
CAROL A. TAYLOR
Paired dialogue: notes on the potential of a feminist Bildung – a French
perspective 21
JOëL LEBEAUME
3 Epistemic gender positioning: an analytical concept
to (re)consider classroom practices within the French
didactique research tradition 24
CHANTAL AMADE-ESCOT
Paired dialogue: subjects of learning and pedagogical encounters 35
SUSANNE GANNON
4 Queering dissection: ‘I wanted to bury its heart, at least’ 39
SARA TOLBERT
Paired dialogue: didactic transposition of scientific knowledge
in the classroom 50
FLORENCE LIGOzAT
vi Contents
5 Gender, the postmodern paradigm shift and
Pedagogical Anthropology 54
ANJA KRAUS
Paired dialogue: ways of knowing – bodies, knowledge and power 64
CAROL A. TAYLOR
6 Tackling intersecting gender inequalities through
disciplinary-based higher education curricula: a
Bernsteinian approach 68
ANDREA ABBAS
Paired dialogue: can a Bernsteinian focus on intersecting gender
inequalities support curriculum and disciplinary change? 79
ISABELLE COLLET
7 A historical exploration of gender representations in
French scientific and technological education school
textbooks 83
JOëL LEBEAUME
Paired dialogue: gender differentiation in craft and domestic
education – contrasting national approaches 96
CARRIE PAECHTER
8 Temporalities, pedagogies and gender-based violence
education in Australian schools 99
SUSANNE GANNON
Paired dialogue: towards an articulation of the two layers of didactic
transposition 110
CHANTAL AMADE-ESCOT
9 Butterflies for girls, tornadoes for boys: primary
school science teaching in France and Geneva 114
ISABELLE COLLET
Paired dialogue: Pokemon, dragons and dinosaurs – a narrative of
gender and science in/exclusions and why tackling them matters 122
SARA TOLBERT
Contents vii
10 Playing, teaching and caring: generative productions
of gender and pedagogy in/through early years
assemblages 127
NIKKI FAIRCHILD
Paired dialogue: humanities, pedagogy and didactics – the tacit
dimensions of early childhood education 137
ANJA KRAUS
11 Students’ gendered learning in physical education: a
didactic study at a French multi-ethnic middle school
in an underprivileged area 142
INGRID VERSCHEURE AND CLAIRE DEBARS
Paired dialogue: sport, physical education and gender – analysing
complex pedagogic encounters 153
ANDREAS ABBAS
12 Beyond binary discourses: making LGBTQI+
identities visible in the curriculum 157
CARRIE PAECHTER
Paired dialogue: why some bodies matter more than other bodies – a
post-humanist/new material feminist perspective 168
NIKKI FAIRCHILD
13 In conversation: debating gender and feminism in
learning, teaching and didactics 172
CAROL A. TAYLOR AND FLORENCE LIGOzAT
Index 181
List of figures
3.1 Replica of the worksheet (numbers are ours) 27
7.1 Two types of images about washing clothes in ‘Home
Economics’ textbook (Leblanc, 1913) 90
7.2 Textbooks’ analysis grid 91
7.3 Replicas of the type of images in textbooks for girls’ schools 92
7.4 Technical contents and images within textbooks for
technical and manual education (Ministère de l’Éducation
Nationale, 1977 [1983]) 94
