Gender Pedagogy: Teaching, Learning and Tracing Gender in by E. Henderson

By E. Henderson

Whilst addressed in its complete reactive strength, gender tends to unfix the reassuring certainties of schooling and academia. Gender pedagogy unfolds as an account of educating gender studying that's rooted in Derrida's notion of the 'trace', reflecting the unfixing houses of gender or even shaking up educational wisdom creation.

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Additional info for Gender Pedagogy: Teaching, Learning and Tracing Gender in Higher Education (Palgrave Studies in Gender and Education)

Example text

The association between Derrida and linguistics and linguistic relativism, or the reduction of everything to language, is unpopular among the adherents of ‘new feminist materialism’, who are seeking to bring the extra-linguistic dimension ‘back in’. However, I perceive Derrida’s concept of the trace as bearing substantial potential as a concept for reading the social scenario of learning and teaching gender, and as such I position my use of this concept within the growing movement that I have outlined here.

1976, p. xiv). In other words, placing a term ‘under erasure’ indicates that the term can no longer be used in an unmarked, familiar way: it has been rendered problematic through analysis of the assumptions that are associated with its use. However, because of the structures of language and understanding within which we are obliged to operate, the term is irreplaceable, and so must be used, but in its deleted-but-visible form. Asking ‘what is ... ’. Gender, understood in its deconstructive sense, undermines the certainty of the question and places ‘is’ under erasure.

0008 Researching Gender Pedagogy  (Lucy), and the importance of physical expression (gestures, body language) for studying identity (Sally). All of the online students who participated in the study were able to work and study in parallel for all or most of their Master’s. Tara and Nyakwar-Osuka both appreciated being able to study topics that were not available for them to study face-to-face in their current work contexts. Tara enjoyed the timings of the online sessions (Interview, 27 April 2012).

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