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Gender and Education Volume 34, 2022 - Issue 1
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Articles

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

Helen CahillGraduate School of Education, The University of Melbourne, Parkville, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-5395-8920View further author information
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Pages 49-63 | Received 14 Aug 2019, Accepted 25 Jan 2020, Published online: 05 Feb 2020

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Read on this site (3)

Jun Fu. (2023) Rethinking education and work relationships in youth transition: an alternative metaphor. Journal of Youth Studies 0:0, pages 1-18.
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Babak Dadvand, Helen Cahill & Michalinos Zembylas. (2022) Engaging with difficult knowledge in teaching in post-truth era: from theory to practice within diverse disciplinary areas. Pedagogy, Culture & Society 30:3, pages 285-293.
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Helen Cahill & Babak Dadvand. (2022) Transformative methods in teacher education about gender-based violence. Pedagogy, Culture & Society 30:3, pages 311-327.
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Articles from other publishers (2)

Natalie Calleja. (2022) Intersectionality and Processes of Belonging: Thinking Critically About Sociomaterial Entanglements with the Voices of Upper-Primary School-Aged Young People in Youth Research. Journal of Applied Youth Studies 5:4, pages 317-334.
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Andres Molina, Helen Cahill & Babak Dadvand. (2021) The role of gender, setting and experience in teacher beliefs and intentions in social and emotional learning and respectful relationships education. The Australian Educational Researcher 49:1, pages 63-79.
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