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ERIC Number: ED542504
Record Type: Non-Journal
Publication Date: 2012-Dec
Pages: 7
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1324-9320
Locating My Teaching of Gender in Early Childhood Education Teacher Education within the Wider Discourse of Feminist Pedagogy and Poststructuralist Theory
Hogan, Vivienne
Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Dec 2-6, 2012)
This article investigates how feminist pedagogy and poststructuralist theory can inform both teacher and student in the teaching and learning of gender in relation to teacher education. With reference to the author's own experience of teaching student teachers in early childhood education the article attempts to unravel the complex interface between learning and teaching when taking a deliberate feminist teaching position. The teaching of gender in this context is taught as part of a first year sociology paper which introduces students to feminist theory as a theoretical perspective on the family. The author's journeys reflects on how feminist and post-structuralist theory as a basis for teaching has both informed and unsettled the teaching/learning nexus in a teacher education programme.
Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail:; Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Association for Research in Education (AARE)