Sugar & spice and all things stereotyped. "Clitical Literacy": a challenge to phallocentric literacy practices in high schools

Rose, Judy and Schaare, Pym (1998) Sugar & spice and all things stereotyped. "Clitical Literacy": a challenge to phallocentric literacy practices in high schools. Redress, 7 1: 14-23.

Author Rose, Judy
Schaare, Pym
Title Sugar & spice and all things stereotyped. "Clitical Literacy": a challenge to phallocentric literacy practices in high schools
Journal name Redress
ISSN 1039-382X
Publication date 1998-05
Sub-type Article (original research)
Open Access Status
Volume 7
Issue 1
Start page 14
End page 23
Total pages 10
Place of publication Loganholme, QLD, Australia
Publisher Association of Women Educators
Language eng
Formatted abstract
High School English literature. as with mainstream texts and visual media. adopt phallocentric language and gender imagery. Phallocentric literature used in high school locates male characters in dominant. empowered roles which subjugate. control and exploit female and marginalised male characters (homosexual. non-white) with historically ascribed compliance. Phallocentric language locates the marginalised characters as binary 'others' in de-authorised, disempowered roles with no discursive space except in relation to the dominant Eurocentric white male.

We propose radical changes to the strucfure of language and the selection of texts for the high school English curriculum in order to challenge the colonisation of the marginal discursive spoce by dominant male language. and to change negative imagery for characters deemed as 'other'. Critical literacy approaches and gender reform policies. which have attempted to address the gender equity issue in literary texts. have acted as a panacea. unable to ailer the gender status quo, We argue that because critical literacy approoches work within the phallocentric poradigm. they position gender groups in opposition to each other. in polarised camps. thereby limiting the genders and any debate about them.

This article proposes a 'c1itical' literacy paradigm (Cliterocentric rather than Phallocentric) which promotes language and literary texts that locate marginal characters in their own space rather than the spoce designated by the dominant male paradigm. Clitical literacy challenges the critical literacy paradigm by incorporating 'cliterocentric' texts into the high school literary curriculum, literature which features female and marginalised characters in dominant and empowered roles. With the clitical literacy approach, the gender-inclusive curriculum has a better chance to become a lived reality instead of a token commitment to analysing gender differences. Furthermore. exposure to positive gendered characters in literature may help to deter discrimination and victimisation through sexism and bullying in high schools.
Keyword Literacy
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Social Science Publications
 
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Created: Wed, 25 Mar 2015, 15:05:01 EST by Ms Judith Rose on behalf of School of Social Science