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dc.contributor.authorKeddie, Amandaen_US
dc.date.accessioned2017-05-03T11:47:20Z
dc.date.available2017-05-03T11:47:20Z
dc.date.issued2008en_US
dc.date.modified2010-02-23T06:21:30Z
dc.identifier.issn0954-0253en_US
dc.identifier.doi10.1080/09540250701829979en_AU
dc.identifier.urihttp://hdl.handle.net/10072/28872
dc.description.abstractThis paper explores issues of critical literacy, gender justice and masculinity through 'Mr A's' story. Mr A is head of English at 'Grange College' - an all boys' school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and 'the masculine' within Mr A's 'teaching-as-usual' discourse constrains his efforts to pursue gender justice through critical literacy. While Mr A scaffolds his students' critical analysis of gender and power in texts, his investments in teacher/student binary relations draw rigid boundaries between himself and his students in ways that delegitimise the terrain beyond the rational and ignore a theorising of the self. Drawing on Mr A's story within Davies' theorising about the possibilities of critical literacy, this paper adds to key work in arguing the importance of teachers' interrogating their classrooms as lived texts where the relations of domination and power that derail the social justice possibilities of critical literacy can be made both recognisable and revisable. Such interrogation is foregrounded here as particularly urgent within the current moment where rationalist discourses within and beyond schools are increasingly working to circumscribe and constrain teacher practice in ways that stifle transformative social agendasen_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeOxford, UKen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom571en_US
dc.relation.ispartofpageto583en_US
dc.relation.ispartofissue6en_US
dc.relation.ispartofjournalGender and Educationen_US
dc.relation.ispartofvolume20en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.titlePlaying the game: critical literacy, gender justice and issues of masculinityen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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