Gender in Learning and Teaching

Carol A. Taylor is Professor of Higher Education and Gender at the University of Bath, UK. Her research utilizes feminist, new materialist and posthumanist theories and methodologies to explore gendered inequalities, spatial practices, and staff and students’ participation in a range of higher educational sites. Her latest co-edited book is Posthuman Research Practices in Education (with Christina Hughes) and she is a co-editor of the journal Gender and Education.Chantal Amade-Escot is Professor of Educational Sciences at the University of Toulouse – Jean Jaurès, France. Her research interests lie in the situated process of teaching and learning with a focus on gender, teacher and students’ joint action, teachers’ practical epistemology and the specificity of the content. She is also interested in the analytical power of the conceptual constructions developed by subject didactics research in classrooms. She is a co-editor of the French international journal Education & Didactics.Andrea Abbas is Head of the Department of Education at the University of Bath, UK. Her research uses critical sociological theory to explore how gender and intersecting differences (age, class, disability, ethnicity) are challenged, perpetuated or transformed through educational practices and experiences. She co-leads the China Centre at the University of Bath. Her latest book is Quality in Undergraduate Education (with Monica McLean and Paul Ashwin).

"Gender in Learning and Teaching presents an intriguing set of chapters that explore both the interstices between feminist theory, European didactics, and the Anglophone tradition in teaching and learning and the points of interference that challenge those of us from differing philosophical and research positions to a more nuanced appreciation of the complexities of these interactions. Coming from the "Anglophone" quarter, I appreciate the didactical fine grained exploration of how various disciplines are constructed and then reproduced or transformed in pedagogy and curriculum that is presented in many of the book's chapters. The debates across traditions, which materialize with the innovative use of paired dialogues, provide nuance for the main argument. At their best, they serve to problematize the arguments of the main chapter opening them up for further exploration. The chapters in this book served to highlight that when it comes to gender there is so much more that needs to be done within education especially in contexts involving vulnerable groups of learners."Catherine Milne, Professor of Science Education, New York University.

• PrefaceAndrea Abbas, Carol A. Taylor and Chantal Amade-EscotAcknowledgementsChapter 1Introduction: Debates Across Anglophone and European Didactic TraditionsAndrea Abbas, Carol A. Taylor and Chantal Amade-EscotChapter 2The Gendered History of Bildung as Concept and Practice: A Speculative Feminist Analysis Carol A. Taylor Paired Dialogue: Notes on the Potential of a Feminist Bildung: A French Perspective​ Joël LebeaumeChapter 3Epistemic Gender Positioning: An Analytical Concept to (Re)consider Classroom Practices within the French Didactique Research TraditionChantal Amade-EscotPaired Dialogue: Subjects of Learning and Pedagogical EncountersSusanne GannonChapter 4Queering Dissection: ‘I Wanted to Bury its Heart, at Least’Sara TolbertPaired Dialogue: Didactic Transposition of Scientific Knowledge in the ClassroomFlorence LigozatChapter 5Gender, the Postmodern Paradigm Shift, and Pedagogical AnthropologyAnja KrausPaired Dialogue: Ways of Knowing: Bodies, Knowledge and Power Carol TaylorChapter 6Tackling Intersecting Gender Inequalities through Disciplinary Based Higher Education Curricula: A Bernsteinian Approach Andrea AbbasPaired Dialogue: Can a Bernsteinian Focus on Intersecting Gender Inequalities Support Curriculum and Disciplinary change?Isabelle ColletChapter 7An Historical Exploration of Gender Representations in French Scientific and Technological Education School TextbooksJoël LebeaumePaired Dialogue: Gender Differentiation in Craft and Domestic Education: Contrasting National ApproachesCarrie PaechterChapter 8Temporalities, Pedagogies and Gender-Based Violence Education in Australian SchoolsSusanne GannonPaired Dialogue: Toward an Articulation of the Two Layers of Didactic Transposition Chantal Amade-EscotChapter 9Butterflies for Girls, Tornadoes for Boys: Primary School Science Teaching in France and GenevaIsabelle ColletPaired Dialogue: Pokemon, Dragons and Dinosaurs: A Narrative of Gender and Science In/Exclusions and Why Tackling Them MattersSara TolbertChapter 10Playing, Teaching and Caring: Generative Productions of Gender and Pedagogy In/Through Early Years AssemblagesNikki FairchildPaired Dialogue: Humanities, Pedagogy and Didactics: The Tacit Dimensions of Early Childhood EducationAnja KrausChapter 11Students’ Gendered Learning in Physical Education: A Didactic Study of a French Multi-Ethnic Middle School in an Underprivileged AreaIngrid Verscheure and Claire DebarsPaired Dialogue: Sport, Physical Education and Gender: Analysing Complex Pedagogic Encounters Andreas AbbasChapter 12Beyond Binary Discourses: Making LGBTQ