Using metaphors to cross the divide between feminist theory and pedagogical design

ABSTRACT

Little has been written about how to bring feminist theory to pedagogical design, such that school students can engage with concepts such as power relations, governmentality, performativity, intersectionality, or affective assemblage. However, these concepts provide powerful thinking frames for activating insight into the shaping nature of gender norms. The challenge for the classroom teacher is fashion learning activities which will foster critical and compassionate thinking about the social conditions which normalize gender inequity. To progress the interests of those seeking to develop robust gender education programmes, I discuss my use of feminist theory to inform learning activities for primary and secondary school students. I foreground the ways in which I have used metaphors to carry complex concepts, and methods used to invite embodied, playful, critical and collaborative engagement with these concepts.

KEYWORDS:

• Performative pedagogy
• gender education
• critical enquiry
• collaborative learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 These learning materials are available via http://fuse.education.vic.gov.au/ResourcePackage/ByPin?pin=2JZX4R.

2 Resilience Rights and Respectful Relationships, Topic 7, Level 5–6, Activity 3: Understanding power relations. For Students aged 10–12.

3 Resilience Rights and Respectful Relationships, Levels 7–8, Topic 7. Activity 6: Difference and discrimination. For students aged 12–14.

4 Resilience Rights and Respectful Relationships, Level 9–10. Activity 3: Conducting the help-seeking conversation. For students aged 14–16.

5 Resilience Rights and Respectful Relationships, Topic 7. Level 5–6, Activity 6: The inter-generational gender machine. For students aged 10–12.

Additional information

Notes on contributors

Helen Cahill

Helen Cahill is professor in student wellbeing in the Graduate School of Education, The University of Melbourne, Australia. Her research focuses on the use of poststructural feminist theory to inform the design of wellbeing education programmes addressing gender, sexuality, and mental health. She specializes in the use of performative methods in participatory research with children and young people.