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Gender Pedagogy: Teaching, Learning and Tracing Gender in Higher Education

Part of the Palgrave Studies in Gender and Education Book Series

DOI: 10.1057/9781137428493

ISBN: 978-1-349-49147-6

Publisher: Palgrave Macmillan UK - Springer Journals

Sep 23, 2015

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Chapter 1Introducing Gender Pedagogy in medias res

Henderson, Emily F.

Pages: 1 –12

[Gender Pedagogy, as a contribution to the global discussion of gender, begins ‘in medias res’, or ‘straight into the middle of things’, with an invitation to the reader to construct their own narrative of gender studies. The introductory chapter continues on this path, questioning the standard...
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Chapter 2Researching Gender Pedagogy

Henderson, Emily F.

Pages: 13 –35

[This chapter introduces the research project on which Gender Pedagogy is based, namely a study of a Master’s module, ‘Gender, Education and Development; its students and pedagogy. Simultaneously, the process of ‘contextualisation’ by which the reader is expected to come to ‘know’ the study well...
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Chapter 3Tracing Paper

Henderson, Emily F.

Pages: 36 –50

[This chapter provides theoretical underpinnings for the analytical approach taken throughout the book, which is based on Derrida’s mobilisation of the concepts ‘presence’ and ‘trace’. ‘Presence’ is the term that Derrida uses to critique the way that Western thought functions to create its own...
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Chapter 4Gender

Henderson, Emily F.

Pages: 51 –65

[‘Gender’ tends to be the sign hanging over academic spaces where women and gender are studied. Although gender is conceptualised, troubled and complicated in myriad ways in the analysis of bodies and identities, it leads much less of an intricate conceptual existence as the marker of a domain of...
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Chapter 5Learning Gender

Henderson, Emily F.

Pages: 66 –79

[Learning gender is a process that brings the ‘trace’ to the fore — it disrupts narratives of certainty about time, existence and self. Where gender is learned in relation to an aspect of experience, a re-narration of that experience occurs. Re-narration involves both un-learning the gender-less...
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Chapter 6Feminist Gender Pedagogy

Henderson, Emily F.

Pages: 80 –93

[In accounts of academic feminism, there is a strong relationship of ‘presence’ between feminist pedagogy, Women’s Studies, and face-to face learning. In Gender pedagogy, these connected elements are disrupted by the ‘Gender Studies’ banner, and by changes in higher education such as online...
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Chapter 7Gender Pedagogy

Henderson, Emily F.

Pages: 94 –116

[This chapter draws nearer to the moments in the classroom (virtual and face-to face) where students are asked to learn gender. The instance where a student is called upon to read gender into their experience is a fleeting and elusive moment. Furthermore, because it is a moment where words are...
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Chapter 8Invitation

Henderson, Emily F.

Pages: 117 –123

[Just as Gender pedagogy begins with an invitation, so it closes with a further invitation. In thinking about how the conceptualisation of gender pedagogy has unfolded across the chapters of the book, the reader is re-invited to attend to their own narrative of gender learning. Gender pedagogy in...

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