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  • Using critical and post-critical pedagogies to pick at the seams of patriarchy from 'the inside'

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    LennonPUB3581.pdf (376.6Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Lennon, Sherilyn
    Griffith University Author(s)
    Lennon, Sherilyn F.
    Year published
    2017
    Metadata
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    Abstract
    This article explores the use of critical and post-critical pedagogies in a rural Australian high school for the purposes of unsettling life-limiting gender beliefs and practices. The paper problematises two examples whereby site-specific knowledges, curriculum dictates, media texts and critical pedagogies were enmeshed to create politically charged spaces for re-seeing, re-thinking and re-doing gender. The first example involves a unit of work in which students were required to critically analyse and evaluate a well-known Australian documentary film for the particular version of hypermasculinity that it was valorising. The ...
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    This article explores the use of critical and post-critical pedagogies in a rural Australian high school for the purposes of unsettling life-limiting gender beliefs and practices. The paper problematises two examples whereby site-specific knowledges, curriculum dictates, media texts and critical pedagogies were enmeshed to create politically charged spaces for re-seeing, re-thinking and re-doing gender. The first example involves a unit of work in which students were required to critically analyse and evaluate a well-known Australian documentary film for the particular version of hypermasculinity that it was valorising. The second example involves the collaborative critiquing of a well-known local text. At the conclusion of the paper, I turn a critically reflexive eye upon myself as a way of considering the ethics and issues for educators of challenging power asymmetries from ‘the inside’. It is at this point that I discover it is possibly I who have been disrupted most of all.
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    Journal Title
    Discourse: Studies in the Cultural Politics of Education
    Volume
    38
    Issue
    3
    DOI
    https://doi.org/10.1080/01596306.2017.1306983
    Copyright Statement
    © 2017 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse on 31 Mar 2017, available online: http://www.tandfonline.com/doi/full/10.1080/01596306.2017.1306983
    Subject
    Education
    Human society
    Gender studies
    Publication URI
    http://hdl.handle.net/10072/341810
    Collection
    • Journal articles

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