Using critical and post-critical pedagogies to pick at the seams of patriarchy from 'the inside'. Issue 3 (4th May 2017)

• Record Type: Journal Article
• Authors: Lennon, Sherilyn
• Is Part Of: Discourse. Volume 38:Issue 3(2017)
• Page Start: 377
• Page End: 388
• Publication Date: 2017-05-04
• Subjects: Critical and post-critical pedagogies -- rural -- gender -- hegemonic masculinity -- media literacies; Education -- Periodicals; Education -- Australia -- Periodicals; 370.5
• DOI: 10.1080/01596306.2017.1306983
• Languages: English
• ISSNs: 0159-6306

Abstract

ABSTRACT: This article explores the use of critical and post-critical pedagogies in a rural Australian high school for the purposes of unsettling life-limiting gender beliefs and practices. The paper problematises two examples whereby site-specific knowledges, curriculum dictates, media texts and critical pedagogies were enmeshed to create politically charged spaces for re-seeing, re-thinking and re-doing gender. The first example involves a unit of work in which students were required to critically analyse and evaluate a well-known Australian documentary film for the particular version of hypermasculinity that it was valorising. The second example involves the collaborative critiquing of a well-known local text. At the conclusion of the paper, I turn a critically reflexive eye upon myself as a way of considering the ethics and issues for educators of challenging power asymmetries from 'the inside'. It is at this point that I discover it is possibly I who have been disrupted most of all.