Investigates the invisible and/or taken-for-granted places where lessons on gender and identity are translated to girls and women.
This volume brings together leading feminist scholars in philosophy, cultural and literary studies, communications, social psychology, sociology, education, and politics. Included are essays by Sandra Lee Bartky, Susan Bordo, Rey Chow, Zillah Eisenstein, Susan Willis, Anne Woollett and Ann Phoenix. Chapters include analyses of media and popular cultural representations of women's and girls' bodies and desires; constructs of gender and cultural identity in contemporary legal texts and the discourse of testimony; popular cultural constructs of gendered and racialized parenthood, childhood, and motherhood; academic discourse on and mothers' accounts of mothering; pedagogies of care and relationality in women's friendships; the privatization of public space and corporatization of children's play; and cultural and gender identity politics around knowledge relations in the university classroom.
Carmen Luke is Associate Professor in the Graduate School of Education at the University of Queensland in Australia. She is the author of Pedagogy, Printing, and Protestantism: The Discourse on Childhood, also published by SUNY Press; and Constructing the Child Viewer: The Discourse on TV and Children, 1950-1980; TV and Your Child; and co-editor of Feminisms and Critical Pedagogy.
"It is widely believed that children enter school with femininities, masculinities and other social subjectivities constituted in their homes and communities through a variety of everyday practices. These common practices have rarely been designated as pedagogies, but do have the form and intent of practices that are associated with schooling. This volume fills a current gap in gender and policy studies and curriculum and teaching by demonstrating the role of the pedagogies of everyday life in individuals' development.
"By placing pedagogy in a wider context, this book complements and goes beyond the current school-based focus of feminist and critical pedagogies. The scholarship is international, cross-disciplinary and cross-cultural in scope. " -- Linda K. Christian-Smith, The University of Wisconsin-Oshkosh
"I like Luke's rationale for the book--that the teaching of and learning of feminine identities are constructed in a variety of transgressive and normative models in public discourses. I haven't found anything like this that brings together some of these overlapping and disparate discourses on women's identity formation--Luke does in a very imaginative and sometimes provocative way.
"What she postulates is a wide open reading of pedagogy--that we have learned from and have been taught by not just parents and teachers, but cinema, books and magazines, peers, the law, psychological theories, and toys and play. " -- Delese Wear, author of The Center of the Web: Women and Solitude and co-author of Literary Anatomies: Women's Bodies and Health in literature