NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1083198
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0954-0253
Still in the LEGO (LEGOS) Room: Female Teachers Designing Curriculum around Girls' Popular Culture for the Coeducational Classroom in Australia
McKnight, Lucinda
Gender and Education, v27 n7 p909-927 2015
While the issue of boys' dominance of the curriculum has a long history, the article examines this phenomenon in a contemporary context, through an empirical study with female teachers designing English curriculum around girls' media in a coeducational secondary school in Victoria, Australia. In this space, teachers, and the researcher, produce and perform both individual gendered identities and plans for the identities of future student subjects, while negotiating subject positions made available to girls and women in broader social contexts. In this instance, negotiations that take place during the development of a unit of work on Mattel's Barbie website form the basis of feminist discourse analysis, enabling us to "take stock" in thinking about what curriculum design "is," about where the past is situated in relation to the present, and to question why, within a discursive feminist/postfeminist entanglement, the heritage of feminist intellectual thought in this area seems absent.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia