EDST 576
SEMINAR ON WOMEN AND EDUCATION: FEMINIST THEORY, PEDAGOGY, AND CURRICULUM

I. Course Objectives

This seminar will introduce how feminist theories and activism have prompted a rethinking of educational practice and research. It will examine the experiences of women in educational organizations as students, workers, mothers, teachers, and administrators. Differences by age, race/ethnicity, social class, sexuality, and national identity will be discussed. Topics will include feminist pedagogies, what counts as knowledge, power relations in classrooms and educational institutions, and teaching in the context of diversity.

II. Schedule of Topics

OVERVIEW OF FEMINIST THEORIES & THE IMPLICATIONS FOR EDUCATION:

Tues,  July 6       Expectations, topics, assignments; Voices of change video

Thurs,  July 8     Overview of feminist theories

Tues,  July 13     Liberal feminism and sex role socialization; radical feminism

** learning contracts due **

Thurs,  July 15     Socialist feminism / multicultural feminism

Tues,  July 20      Global (postcolonial) feminism / feminist post-structuralism

Thurs,  July 22     The debate over essentialism

FEMINIST PEDAGOGIES:

Tues,  July 27        Visions and challenges

Thurs,  July 29      Theories into practice

GENDER & CURRICULUM:

Tues,  Aug. 3         What is worth knowing?

Thurs,  Aug. 5        Whose knowledge should be taught?

Tues,  Aug. 10       Changing the subject

Thurs,  Aug. 12     Wrap-up

III. Assignments

A. Class Participation

Every student should come to class prepared to discuss the assigned readings. Class members will learn as much from the exchange of views inside the classroom as we will from analyzing the readings on our own. You will evaluate your own performance in class and assess what your marks for participation will be (out of 10). This assessment is due at the time you turn in your final assignment, with a one-paragraph explanation about how you evaluated your participation. I reserve the right to contact you and negotiate your mark (either up or down) if I seriously disagree with your evaluation.

Evaluation criteria:

1. Did you read the assigned material and come to class having attempted to synthesize the readings, to identify concepts you didn't understand, to pinpoint where the author(s) seemed confused?
2. Did you attempt to contribute to class discussion in a way that enhanced our understanding of the readings? (Measure yourself against your usual inclination for "speaking up," not against how much you talked in relation to how much other people talked.)
3. Did you make an effort to speak?
4. Did you avoid dominating discussion?
5. Did you deal respectfully with others' questions, confusion, and discussion priorities?
6. Did you use class discussion (regardless of whether you spoke) as an opportunity to expand your understanding of the topics at hand?

B. Other Suggestions for Assignments

What follows are some suggested assignments, evaluation criteria, and (in part IV) sample outlines of learning contracts, with suggested weights for various assignments. You should think about the type of assignment(s) that would best suit your needs and then indicate in a short learning contract how much you would like to weight each assignment. Learning contracts will be due in class on July 13.

An assignment that allows you to synthesize what you have learned:

Short Essay (5 typed, double-spaced pages)

Example: Compare and contrast at least three of the feminist frameworks discussed in class and their implications for educational practice.

Evaluation criteria:

1. easy to read (well organized, concise, proofread for grammar, spelling, and punctuation errors);
2. demonstrates understanding of the frameworks (identifies and summarizes key elements, explicates relationships among the frameworks);
3. illustrates points with appropriate examples drawn from experience or readings;
4. demonstrates informed judgment about the value of the various frameworks for specific purposes.

An assignment that allows you to hone your abilities to analyze texts critically and to improve your contribution to class discussions:

Summary/Critiques of Class Readings (each 1-2 typed, double-spaced pages)

Select a reading that will be discussed in class and summarize the argument, discuss the implications for policy or practice, and present your critique. Each summary/critique should be turned in on the day a reading is first discussed.

Questions to guide your study of the readings:

1. What is the author's main argument or point?

2. Which feminist framework(s) does the author draw from?

3. What type(s) of evidence does the author present? Does the evidence support the author's conclusions?

4. What significance does the reading have for policy or practice?

5. Briefly evaluate or comment on the reading. For example: What was your reaction to the reading? Were there themes with which you agreed or disagreed? Why? Were there points or concepts you did not understand? Did the author ignore or downplay a point you felt was relevant and important?

An assignment that allows you to reflect on the themes, topics, and readings discussed in class:

Reflective Journal (3 or 4 entries per week, submitted weekly)

A reflective journal is less structured than the summary/critiques mentioned above. Use it to record tentative questions, beginning insights, conflicts between beliefs and new understandings, and so on.

You might express yourself through drawing, poetry, and diagrams in addition to conventional prose.

Evaluation criteria:

1. relates concepts and ideas from class discussions, readings, and course themes to examples or incidents in your own life

2. describes new understandings

3. raises thoughtful questions

4. articulates your beliefs in relation to various gender and education issues and documents how they might be changing or deepening

An assignment that allows you to do a small-scale inquiry into a topic of your choosing:

Reflective Essay (5 typed, double-spaced pages)

Example: Interview one person knowledgeable about a gender and education topic that interests you. Analyze what you have learned and then reflect upon the new questions that arise from your inquiry.

An assignment that allows you to analyze and reflect upon a set of readings, experiences, concepts, and beliefs:

Short Essay (5 typed, double-spaced pages)

Examples: How does a set of reading(s) we have discussed enlarge your understanding of a personal experience? Use one or more of the concepts presented in class to analyze something you care about. Write about a possible error in some strongly held belief of yours related to a topic we have touched upon in class.

Negotiate an alternative assignment (e.g., design a lesson plan related to a topic or theme introduced in class; develop an annotated bibliography on a research question related to gender and education; write a section of your thesis or thesis proposal).

NOTE: You may work together with other members of the class on any assignment; if you elect to do this, you will receive a group mark.

IV. Evaluation

V. Course Readings

I: OVERVIEW OF FEMINIST THEORIES & THE IMPLICATIONS FOR EDUCATION (July 6-20)

A. INTRODUCTION: BACKGROUND READINGS (July 6)

British Columbia. Ministry of Women's Equality. (1998). Women count: A statistical profile of women in British Columbia (3rd ed.). Victoria:Author. <available for free from author; http://www.weq.gov.bc.ca>

Kaminer, Wendy. (1993, October). Feminism's identity crisis. Atlantic Monthly, pp. 51-53, 56, 58-59, 62, 64, 66-68.

Tavris, Carol. (1992). Speaking of gender. In The mismeasure of woman (pp.287-312). New York: Simon and Schuster.

Briskin, Linda. (1998, May 31-June 1). Using groundrules to negotiate power in the classroom. Centering on the margins: The evaded curriculum (pp. 1-8, 48, 80). Canadian Association for the Study of Women and Education (CASWE) International Institute Proceedings, University of Ottawa.

Video: Voices of change [NFB, 1995, 92 min.]

B. OVERVIEW OF FEMINIST THEORIES (July 8)

Elliot, Patricia, & Mandell, Nancy. (1995). Feminist theories. In Nancy Mandell (Ed.), Feminist issues: Race, class, and sexuality (pp. 3-31). Scarborough, ON: Prentice Hall Canada Inc.

Acker, Sandra. (1987). Feminist theory and the study of gender and education. International Review of Education, 33, 419-435.

Bryson, Mary, & de Castell, Suzanne. (1995). So we've got a chip on our shoulder!: Sexing the texts of "educational technology." In J. Gaskell & J. Willinsky (Eds.), Gender in/forms curriculum: From enrichment to transformation (pp. 21-42). New York: Teachers College Press.

C. LIBERAL FEMINISM AND SEX ROLE SOCIALIZATION (July 13)

Sadker, Myra, & Sadker, David. (1994). Missing in interaction. Failing at fairness: How America's schools cheat girls (pp. 42-76, 286-288). Toronto: Maxwell Macmillan Canada.

Davies, Bronwyn. (1989). Becoming male or female. In Frogs and snails and feminist tales: Preschool children and gender (pp. 1-20). St Leonards, Australia: Allen & Unwin.

D. RADICAL (CULTURAL) FEMINISM (July 13)

Larkin, June. (1994). Walking through walls: The sexual harassment of high school girls. Gender and Education, 6 (3), 263-280.

Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Connected teaching. In Women's ways of knowing (pp. 214-229). New York: Basic Books.

Video: The chilly climate for women in colleges and universities. [NFB, 1991, 28 min.]

E. SOCIALIST FEMINISM (July 15)

Gaskell, Jane. (1992). Constructing skill hierarchies. In Gender matters from school to work (pp. 113-133). Milton Keynes: Open University Press.

F. MULTICULTURAL FEMINISM (July 15)

Henry, Annette. (1996, Winter). Five Black women teachers critique child-centered pedagogy: Possibilities and limitations of oppositional standpoints. Curriculum Inquiry, 26 (4), 363-384.

Rezai-Rashti, Goli. (1994, Spring). The dilemma of working with minority female students in Canadian high schools. Canadian Woman Studies, 24 (2), 76-82.

G. GLOBAL (POSTCOLONIAL) FEMINISM (July 20)

Video: Excerpt from Who's counting? Marilyn Waring on sex, lies, & global economics [NFB, 1995, 35 min.]

Bannerji, Himani. (1997). Geography lessons: On being an insider/outsider to the Canadian nation. In L. G. Roman & L. Eyre (Eds.), Dangerous territories: Struggles for difference and equality in education (pp. 23-41). New York: Routledge.

H. FEMINIST POST-STRUCTURALISM (July 20)

Davies, Bronwyn. (1993). Knowledge and the subjects of reading and writing. In Shards of glass: Children reading and writing beyond gendered identities (pp. 38-63). Cresskill, NJ: Hampton Press, Inc.

Optional:

Weiner, Gaby. (1994). The gendered curriculum: Producing the text. In Feminisms in education (pp. 97-120). Buckingham: Open University Press.

I. THE DEBATE OVER ESSENTIALISM (July 22)

Martin, Jane Roland. (1994, Spring). Methodological essentialism, false difference, and other dangerous traps. Signs, 19 (3), 630-657.

Fuss, Diana. (1989). Essentialism in the classroom. In Essentially speaking: Feminism, nature and difference (pp. 113-119). New York: Routledge.

hooks, bell. (1994). Essentialism and experience. In Teaching to transgress (pp. 77-92). New York: Routledge.

II: FEMINIST PEDAGOGIES (July 27-29)

A. VISIONS AND CHALLENGES (July 27)

Briskin, Linda. (1994). Feminist pedagogy: Teaching and learning liberation. In L. Erwin & D. MacLennan (Eds.), Sociology of education in Canada: Critical perspectives on theory, research and practice (pp. 443-470). Toronto: Copp Clark Longman Ltd.

Manicom, Ann. (1992, Summer). Feminist pedagogy: Transformations, standpoints, and politics. Canadian Journal of Education, 17 (3), 365-389.

Luke, Carmen. (1996). Introduction. In C. Luke (Ed.), Feminisms and pedagogies of everyday life (pp. 1-27). Albany: State University of New York Press.

B. THEORIES INTO PRACTICE (July 29)

Coulter, Rebecca Priegert. (1995). Struggling with sexism: Experiences of feminist first-year teachers. Gender and Education, 7 (1), 33-50.

Novogrodsky, Myra, Kaufman, Michael, Holland, Dick, & Wells, Margaret. (1992, April). Retreat for the future: An anti-sexist workshop for high schoolers. Our Schools/Our Selves, 3 (4), 67-88.

Ng, Roxana. (1993). "A woman out of control": Racism, sexism, and the "inclusive" university. Canadian Journal of Education, 18 (3), 189-205.

III: GENDER AND CURRICULUM (Aug. 3-12)

A. WHAT IS WORTH KNOWING? (Aug. 3)

Gaskell, Jane, Arlene McLaren, & Myra Novogrodsky. (1989). What Is worth knowing: Defining the feminist curriculum. In Claiming an Education (pp. 32-62). Toronto: Our Schools/Our Selves.

Kenway, Jane, & Willis, Sue (with Blackmore, Jill, & Rennie, Leonie). (1998). Knowledge. In Answering back: Girls, boys and feminism in schools (pp.64-95). New York: Routledge.

Optional:

Luttrell, Wendy. (1996, September). Taking care of literacy: One feminist's critique. Educational Policy, 10 (3), 342-365.

B. WHOSE KNOWLEDGE SHOULD BE TAUGHT? (Aug. 5)

Ellsworth, Elizabeth. (1994). Representation, self-representation, and the meanings of difference. In R. A. Martusewicz & W. M. Reynolds (Eds.), Inside/out: Contemporary critical perspectives in education (pp. 99-108). New York: St. Martin's Press.

Martin, Jane Roland. (1995). The radical future of gender enrichment. In J. Gaskell & J. Willinsky (Eds.), Gender in/forms curriculum: From enrichment to transformation (pp. 157-173). New York: Teachers College Press.

Graveline, F. J. (1994). Lived experience of an aboriginal feminist transforming the curriculum. Canadian Woman Studies, 14 (2), 52-55.

C. CHANGING THE SUBJECT (Aug. 10)

Rockhill, Kathleen, & Tomic, Patricia. (1995). Situating ESL between speech and silence. In J. Gaskell & J. Willinsky (Eds.), Gender in/forms curriculum: From enrichment to transformation (pp. 209-229). New York: Teachers College Press.

Britzman, Deborah P. (1993). Beyond rolling models: Gender and multicultural education. In Sari Knopp Biklin & Diane Pollard (Eds.), Gender and education (pp. 25-42). Chicago: University of Chicago Press.

Hollingsworth, Sandra. (1997). Feminist praxis as the basis for teacher education: A critical challenge. In Catherine Marshall (Ed.), Feminist critical policy analysis I: A perspective from primary and secondary schooling (pp. 165-182). London: Falmer Press.

D. WRAP-UP (Aug. 12)

Video: The women of summer: The Bryn Mawr Summer School for Women Workers, 1921-38. [1985, 55 min; HQ 1426 W653 1985 Sedg. AV]

FURTHER READING

Overview of Feminist Theories and the Implications for Education

Agnew, Vijay. "Canadian Feminism and Women of Color." International Women's Quarterly (Spring 1993): 217-227.

Alcoff, Linda. (1988). Cultural feminism versus post-structuralism: The identity crisis in feminist theory. Signs, 13 (3), 405-436.

Anyon, Jean. (1994). The retreat of Marxism and socialist feminism: Postmodern and poststructural theories in education. Curriculum Inquiry, 24 (2), 115-133.

Bannerji, Himani. (1995). Thinking through: Essays on feminism, Marxism and anti-racism. Toronto: Women's Press.

Blackmore, Jill, & Kenway, Jane. (Eds.). (1993). Gender matters in educational administration and policy: A feminist introduction. London: Falmer Press.

Bourne, Paula, Philinda Masters, Nuzhat Amin, Marnina Gonick, & Lisa Gribowski (Eds.). (1994). Feminism and education: A Canadian perspective. Vol. 2. Toronto: Centre for Women's Studies in Education.

Cassidy, Barbara, Lord, Robina, & Mandell, Nancy. (1995). Silenced and forgotten women: Race, poverty, and disability. In Nancy Mandell (Ed.), Feminist issues: Race, class, and sexuality (pp. 32-66). Scarborough, ON: Prentice Hall Canada Inc.

Clough, Patricia Ticineto. (1994). Feminist thought: Desire, power, and academic discourse. Cambridge, MA: Blackwell Publishers.

Coulter, Rebecca Priegert. (1996, Fall). Gender equity and schooling: Linking research and policy. Canadian Journal of Education, 21 (4), 433-452.

Davies, Bronwyn. (1997). The subject of post-structuralism: A reply to Alison Jones. Gender and Education, 9 (3), 271-283.

de Castell, Suzanne, & Bryson, Mary. (Eds.). (1997). Radical in(ter)ventions: Identity, politics, and difference/s in educational praxis. Albany: State University of New York Press.

Gaskell, Jane, & McLaren, Arlene Tigar. (Eds.). (1991). Women and education: A Canadian perspective. 2nd ed. Calgary, Alberta: Detselig Enterprises Limited.

Gender and Education <international journal, published in U.K.>

Hennessy, Rosemary, & Ingraham, Chrys. (Eds.). (1997). Materialist feminism: A reader in class, difference, and women's lives. New York: Routledge.

Holland, Janet, Blair, Maud (with Sheldon, Sue). (Eds.). (1995). Debates and issues in feminist research and pedagogy. Clevedon, England: Multilingual Matters.

Jaggar, Alison. (1983). Feminist politics and human nature. Sussex: Rowman & Allanheld.

Jaggar, Alison M., & Rothenberg, Paula S. (Eds.). (1993). Feminist frameworks: Alternative theoretical accounts of the relations between women and men (3rd ed.). New York: McGraw-Hill.

Jones, Alison. (1993). Becoming a "girl": Post-structuralist suggestions for educational research. Gender and Education, 5 (2), 157-166.

Jones, Alison. (1997). Teaching post-structuralist feminist theory in education: Student resistances. Gender and Education, 9 (3), 261-269.

Kabeer, Naila. (1994). Reversed realities: Gender hierarchies in development thought. London: Verso.

Kenway, Jane, & Willis, Sue, with Blackmore, Jill, & Rennie, Lonie. (1998).   Answering back: Girls, boys and feminism in schools. New York: Routledge.

Lorber, Judith. (1994). Paradoxes of gender. New Haven: Yale University Press.

Marshall, Catherine. (Ed.). (1997). Feminist critical policy analysis I: A perspective from primary and secondary schooling. London: Falmer Press.

Marshall, Catherine. (Ed.). (1997). Feminist critical policy analysis II: A perspective from post-secondary education. London: Falmer Press.

Martindale, Kathleen. (1995). What makes lesbianism thinkable?: Theorizing lesbianism from Adrienne Rich to queer theory. In Nancy Mandell (Ed.), Feminist issues: Race, class, and sexuality (pp. 67-93). Scarborough, ON: Prentice Hall Canada Inc.

Mohanty, Chandra Talpade. (1991). Cartographies of struggle: Third world women and the politics of feminism. In Chandra Talpade Mohanty, Ann Russo, & Lourdes Torres (Eds.), Third world women and the politics of feminism (pp. 1-47). Bloomington, IN: Indiana University Press.

Morra, Norman, & Smith, Michael D. (1995). Men in feminism: Reinterpreting masculinity and femininity. In Nancy Mandell (Ed.), Feminist issues: Race, class, and sexuality (pp. 185-207). Scarborough, ON: Prentice Hall Canada Inc.

Ng, Roxana, Staton, Pat, & Scane, Joyce. (Eds.). (1995). Anti-racism, feminism, and critical approaches to education. Westport, CT: Bergin & Garvey.

Nicholson, Linda. (Ed.). (1997). The second wave: A reader in feminist theory. New York: Routledge.

Razack, Sherene H. (1993). Teaching activists for social change: Coming to grips with questions of subjectivity and domination. The Canadian Journal for the Study of Adult Education, 7 (2), 43-56.

Reynolds, Celia, & Young, Beth. (Eds.). (1995). Women and leadership in Canadian education. Calgary: Detselig.

Stone, Lynda. (Ed.). (1994). The education feminism reader. New York: Routledge.

Taylor, Verta, & Rupp, Leila J. (1993, Autumn). Women's culture and lesbian feminist activism: A reconsideration of cultural feminism. Signs, 19 (1), 32-61.

Weiner, Gaby. (1994). Feminisms in education: An i ntroduction. Buckingham: Open University Press.

The Debate over Essentialism Fraser, Nancy. (1997). Multiculturalism, antiessentialism, and radical democracy: A genealogy of the current impasse in feminist theory. In Justice interruptus: Critical reflections on the "postsocialist" condition (pp. 173-188). New York: Routledge.

Jones, Kathleen B. (1993). Compassionate authority: Democracy and the representation of women (esp. pp. 186-235). New York: Routledge.

Minow, Martha. (1997). Identities. In Not only for myself: Identity, politics, and the law (pp. 30-58). New York: The New Press.

Modleski, Tania. (1991). Postmortem on postfeminism. In Feminism without women: Culture and criticism in a "postfeminist" age (pp. 3-22). New York: Routledge.

Gender and Curriculum Canadian Teachers' Federation. (1994). Thumbs down! A classroom response to violence towards women. Ottawa: CTF.

Collins, Patricia Hill. (1990). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Boston: Unwin Hyman.

Code, Lorraine. (1991). What can she know?: Feminist theory and the construction of knowledge. Ithaca, NY: Cornell University Press.

Diller, Ann, & Houston, Barbara. (1996). Women's physical education: A gender-sensitive perspective. In A. Diller, B. Houston, K. P. Morgan, & M. Ayim (Eds.), The gender question in education: Theory, pedagogy, and politics (pp. 179-198). Boulder, CO: Westview Press.

Gaskell, Jane, & Willinsky, John. (Eds.). (1995). Gender in/forms curriculum: From enrichment to transformation. New York: Teachers College Press.

Kenway, Jane. (1997). Backlash in cyberspace: Why "girls need modems." In L. G. Roman & L. Eyre (Eds.), Dangerous territories: Struggles for difference and equality in education (pp. 255-274). New York: Routledge.

Luttrell, Wendy. (1997). Schoolsmart and motherwise: Working-class women's identity and schooling. New York: Routledge.

Sleeter, Christine E. (1996). Power and privilege in White, middle-class feminist discussions of gender and education. Multicultural education as social activism (pp. 199-215). Albany: State University of New York Press.

Soucie, Rolande. (1992). Gender equity: Perceptions of today's adolescent women vs reality in the Canadian context. Ottawa: Canadian Teachers' Federation.

Stalker, Joyce. (1996, Winter). Women and adult education: Rethinking androcentric research. Adult Education Quarterly, 46 (2), 98-113.

Feminist Pedagogies:

Briskin, Linda, and Rebecca Priegert Coulter, eds. (1992, Summer). Special issue: Feminist pedagogy. Canadian Journal of Education, 17 (3), 247-389.

Bryson, Mary, & de Castell, Suzanne. (1993). Queer pedagogy: Praxis makes im/perfect. In S. de Castell (Ed.), Special issue: Against the grain: Narratives of resistance, Canadian Journal of Education, 18 (3), 285-305.

de Castell, Suzanne. (Ed.). (1993, Summer). Special issue: Against the grain: Narratives of resistance. Canadian Journal of Education, 18 (3), 185-305.

Delpit, Lisa. (1988, August). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58 (3), 280-298.

Ellsworth, Elizabeth. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 287-324.

Feminist Teacher <U.S.-based journal>

Gore, Jennifer. (1992). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge.

Henry, Annette. (1998). Taking back control: African Canadian women teachers' lives and practices. Albany: State University of New York Press.

hooks, bell. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Kelly, Ursula A. (1997). Schooling desire: Literacy, cultural politics, and pedagogy. New York: Routledge.

Lather, Patti. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.

Luke, Carmen. (Ed.). (1996). Feminisms and pedagogies of everyday life. Albany: State University of New York Press.

Luke, Carmen. (1996). Feminist pedagogy theory: Reflections on power and authority. Educational Theory, 46 (3), 283-302.

Luke, Carmen, & Gore, Jennifer. (Eds.). (1991). Feminisms and critical pedagogy. New York: Routledge.

Maher, Frances A., & Tetreault, Mary Kay Thompson. (1994). The feminist classroom: An inside look at how professors and students are transforming higher education for a diverse society. New York: Basic Books.

Roman, Leslie G., & Eyre, Linda. (Eds.) (1997). Dangerous territories: Struggles for difference and equality in education. New York: Routledge.

Sattler, Cheryl L. (1995, Spring). The restrained revolution: Feminist teachers and high schools. Educational Foundations, 9 (2), 5-32.

Sattler, Cheryl L. (1997). Talking about a revolution: The politics and practice of feminist teaching. Cresskill, NJ: Hampton Press, Inc.

Tisdell, Elizabeth J. (1993, Spring). Feminism and adult learning: Power, pedagogy, and praxis. New Directions for Adult and Continuing Education, 57, 91-103.

Weiler, Kathleen. (1991, November). Freire and a feminist pedagogy of difference. Harvard Educational Review, 61 (4), 449-474.

Weiler, Kathleen. (1988). Women teaching for change: Gender, class and power.   South Hadley, MA: Bergin & Garvey.

Gender and Teachers' Work:

Acker, Sandra. (1995-96). Gender and teachers' work. Review of Research in Education, 21, 99-162.

Acker, Sandra. (1994). Gendered education. Buckingham: Open University Press.

Biklen, Sari Knopp. (1995). School work: Gender and the cultural construction of teaching. New York: Teachers College Press.

Casey, Kathleen. (1993). I answer with my life: Life histories of women teachers working for social change. New York: Routledge.

Coulter, Rebecca Priegert, & McNay, Margaret. (1993). Exploring men's experiences as elementary school teachers. Canadian Journal of Education, 18 (4), 398-413.

Goodman, Jesse, & Kelly, Tom. (1988). Out of the mainstream: Issues confronting the male profeminist elementary school teacher. Interchange, 19 (2), 1-14.

Gender and Popular Culture:

Currie, Dawn H. (1998). Girl talk: Adolescent magazines and their readers.   Toronto: University of Toronto Press.

Lee, Janet. (1991). Integrating popular culture into a pedagogy of resistance: Students respond to the sitcom of Roseanne. Feminist Teacher, 5 (3), 19-24.

Robertson, Judith P. (1997, Spring). Fantasy's confines: Popular culture and the education of the female primary school teacher. Canadian Journal of Education, 22 (2), 123-143. <study of 12 primary teacher ed students reactions to "Stand and Deliver">

Roman, Leslie, Linda Christian-Smith with Elizabeth Ellsworth. (Eds.). (1988).   Becoming feminine: The politics of popular culture. London: The Falmer Press.

Taylor, Sandra. (1993). Transforming the texts: Towards a feminist classroom practice. In Linda K. Christian-Smith (Ed.), Texts of desire: Essays on fiction, femininity and schooling (pp. 126-144). London: Falmer Press.

Weber, Sandra, & Mitchell, Claudia. (1995). "That's funny, you don't look like a teacher": Interrogating images and identity in popular culture. London: Falmer Press.

Students and Power Relations in Educational Settings:

Connell, R. W. (1996, Winter). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Record, 98 (2), 206-235.

Eyre, Linda. (1991). Gender relations in the classroom: A fresh look at coeducation. In Jane Gaskell & Arlene McLaren (Eds.), Women and education (2nd ed., pp. 193-219). Calgary, Alberta: Detselig Enterprises Limited. <grade 8>

Frank, Blye. (1994). Queer selves/queer in school: Young men and sexualities. In Susan Prentice (Ed.), Sex in Schools: Canadian Education and Sexual Regulation (pp. 44-59). Toronto: Our Schools/Our Selves Educational Foundation.

Griffin, Christine, & Lees, Sue. (Eds.). Special issue: Masculinities in education. Gender and Education, 9 (1), 5-139+.

Holland, Dorothy C., & Eisenhart, Margaret A. (1990). Educated in romance: Women, achievement, and college culture. Chicago: University of Chicago Press.

Jackson, David, & Salisbury, Jonathan. (1996, March). Why should secondary schools take working with boys seriously? Gender and Education, 8 (1), 103-115.

Kelly, Deirdre M. (1993, Spring). Secondary power source: High school students as participatory researchers. The American Sociologist, 24 (1), 8-26.

Lewis, Magda. (1993). Interrupting patriarchy: Feminist teacher in the classroom. In Without a word: Teaching beyond women's silence (pp. 145-180). New York: Routledge.

Mac an Ghaill, Mairtin. (1994). The making of men: Masculinities, sexualities and schooling. Buckingham: Open University Press.

Nayak, Anoop, & Kehily, Mary Jane. (1996). Playing it straight: Masculinities, homophobias and schooling. Journal of Gender Studies, 5 (2), 211-229.

Orr, Deborah Jane. (1993). Toward a critical rethinking of feminist pedagogical praxis and resistant male students. Canadian Journal of Education, 18 (3), 239-254.

Raphael Reed, Lynn. (1998, July-August). Power, pedagogy and persuasion: Schooling masculinities in the secondary school classroom. Journal of Education Policy, 13 (4), 501-517.

Salisbury, Jonathan, & Jackson, David. (1996). Challenging Macho values: Practical ways of working with adolescent boys. Washington, DC: Falmer Press.

Walkerdine, Valerie. (1981). Sex, power, and pedagogy. Screen Education, 38, 14-23. <nursery school>

Alternative Visions:

Scanlon, Jennifer. (1993, Spring). Keeping our activist selves alive in the classroom: Feminist pedagogy and political activism. Feminist Teacher, 7 (2), 8-14.

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