Struggles to subvert the gendered field: Issues of masculinity, rurality and class

Keddie, Amanda, Mills, Carmen and Mills, Martin (2008) Struggles to subvert the gendered field: Issues of masculinity, rurality and class. Pedagogy, Culture and Society, 16 2: 193-205. doi:10.1080/14681360802142161

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Author Keddie, Amanda
Mills, Carmen
Mills, Martin
Title Struggles to subvert the gendered field: Issues of masculinity, rurality and class
Journal name Pedagogy, Culture and Society   Check publisher's open access policy
ISSN 1468-1366
Publication date 2008-01-01
Sub-type Article (original research)
DOI 10.1080/14681360802142161
Open Access Status
Volume 16
Issue 2
Start page 193
End page 205
Total pages 13
Place of publication London, England, United Kingdom
Publisher Routledge
Language eng
Subject 130308 Gender, Sexuality and Education
939904 Gender Aspects of Education
Abstract This article explores the complex struggles associated with intersections of class, rurality and masculinity, and the ways in which such intersections work to preserve a gendered status quo within and beyond school communities in Australia. Drawing on the stories of Monica and Phoebe, two teachers who understand schooling as a site of contestation, resistance and possibility for gender justice, the article draws on the theoretical constructs of Bourdieu to make visible the struggles for power arising from the gendered distribution of capital in schools located in low socio-economic rural communities. In making sense of these struggles, we identify strategies of conservation that seek to reinscribe gender inequities and preserve the field and the taken-for-granted understandings of females and femininity as subordinate to males and masculinity within it. We also identify pedagogies of subversion employed by Phoebe and Monica and highlight the potential of these practices to disrupt the field in ways that seek to broaden and transform the gendered habitus of students.
Keyword Bourdieu
Transformative practice
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
School of Education Publications
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Citation counts: Scopus Citation Count Cited 9 times in Scopus Article | Citations
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Created: Tue, 07 Apr 2009, 22:13:59 EST by Rebecca Donohoe on behalf of School of Education