Playing the game: Critical literacy, gender justice and issues of masculinity

Keddie, A. (2008) Playing the game: Critical literacy, gender justice and issues of masculinity. Gender And Education, 20 6: 571-583. doi:10.1080/09540250701829979

Author Keddie, A.
Title Playing the game: Critical literacy, gender justice and issues of masculinity
Journal name Gender And Education   Check publisher's open access policy
ISSN 0954-0253
Publication date 2008-01-01
Sub-type Article (original research)
DOI 10.1080/09540250701829979
Open Access Status
Volume 20
Issue 6
Start page 571
End page 583
Total pages 13
Editor Francis, R.
Skelton, C.
Place of publication United Kingdom
Publisher Routledge
Language eng
Subject 130308 Gender, Sexuality and Education
939904 Gender Aspects of Education
Abstract This 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 agendas.
Keyword Critical literacy
Gender justice
Teacher authority
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: TR Web of Science Citation Count  Cited 5 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 4 times in Scopus Article | Citations
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Created: Wed, 08 Apr 2009, 00:40:42 EST by Rebecca Donohoe on behalf of School of Education