Gender Pedagogy: Teaching, Learning and Tracing Gender in Higher Education
When addressed in its full reactive potential, gender has a tendency to unfix the reassuring certainties of education and academia. Gender pedagogy unfolds as an account of teaching gender learning that is rooted in Derrida's concept of the 'trace', refle
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10.1057/9781137428493 - Gender Pedagogy, Emily F. Henderson
Copyright material from www.palgraveconnect.com - licensed to New York University - Waldmann Dental Library - PalgraveConnect - 2015-01-11
Gender Pedagogy
Palgrave Studies in Gender and Education
This series aims to provide a comprehensive space for an increasingly diverse and complex area of interdisciplinary social science research: Gender and Education. As the field of women and gender studies is rapidly developing and becoming ‘internationalised’ – as with traditional social science disciplines of, for example, sociology, educational studies, social geography etc. – there is greater need for a dynamic, global series that plots emerging definitions and debates, and monitors critical complexities of gender and education. This series will have an explicitly feminist approach and orientation, attending to key theoretical and methodological debates, and ensuring a continued conversation and relevance within the inter-disciplinary and long-standing ‘Gender and Education’ field. The series will be better able to combine renewed and revitalized feminist research methods and theories with emergent and salient public and policy issues. These include pre-compulsory, compulsory and post-compulsory education, ‘early years’ and ‘life-long’ education; educational (dis)engagements of pupils, students and staff; trajectories and intersectional inequalities including race, class, sexuality, age, disability; policy and practice across educational landscapes; diversity and difference, including institutional (schools, colleges, universities), locational and embodied (in ‘teacher’–‘learner’ positions); varied global activism in and beyond the classroom and the ‘public university’; educational technologies and transitions and the (ir)relevance of (in)formal educational settings; emergent educational mainstreams and margins. In operating a critical approach to ‘gender and education’, the series recognizes the importance of probing beyond the boundaries of specific territorial-legislative domains in order to develop a more international, intersectional focus. In addressing varied conceptual and methodological questions, the series combines an intersectional focus on competing – and sometimes colliding – strands of educational provisioning, equality and ‘diversity’, as well as providing insightful reflections of the continuing critical shift of gender and feminism within (and beyond) the academy.
Titles include: Emily F. Henderson GENDER PEDAGOGY Teaching, Learning and Tracing Gender in Higher Education Anne Harris and Emily Gray QUEER TEACHERS, IDENTITY AND PERFORMATIVITY
Palgrave Studies in Gender and Education Series Standing Order ISBN 978–1–137–45634–2 Hardback 978–1–137–45635–9 Paperback (outside North America only) You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and one of
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