The SAGE Handbook of Gender and Education brings together leading scholars on gender and education to provide an up-to-date and broad-ranging guide to the field. It is a comprehensive overview of different theoretical positions on equity issues in schools. The contributions cover all sectors of education from early years to higher education; curriculum subjects; methodological and theoretical perspectives; and gender identities in education. Each chapter reviews, synthesises, and provides a critical interrogation of key contemporary themes in education. This approach ensures that the book will be an indispensable source of reference for a wide range of readers: students, academics and practitioners.
Chapter 29: Gender Voices in the Classroom
Gender Voices in the Classroom
The engaged voice must never be fixed and absolute but always changing, always evolving in a dialogue with a world beyond itself
In this chapter, I explore the concept of gender voices and think critically about the power of such voices in educational contexts. I will refer to three different theoretical traditions which employ the concept of voice and which are highly relevant to the understanding of contemporary gender relations in classrooms today. The first tradition, I briefly describe is the feminist methodological/ epistemological tradition, which is centred on an understanding of the centrality of voice, language and identity. Feminist voice research in its many guises has been seen ...