Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design : a case in a South African school of education

Govender, Navan N.; Walton, Elizabeth and Osman, Ruksana, eds. (2018) Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design : a case in a South African school of education. In: Teacher Education for Diversity. Routledge, Milton Park, Abingdon, Oxon, pp. 36-52. ISBN 9781138630406

[thumbnail of Govender-Routledge2018-Deconstructing-heteronormativity-and-hegemonic-gender]
Preview
 Text (Govender-Routledge2018-Deconstructing-heteronormativity-and-hegemonic-gender)
Govender_Routledge2018_Deconstructing_heteronormativity_and_hegemonic_gender.pdf
Accepted Author Manuscript
Download (929kB)| Preview

    Abstract

    In this chapter, I conduct a critical reflection of the processes of production in which I operated during the design of a workbook for an undergraduate critical literacy course aimed at using language to engage with controversial topics related to issues of diversity in sex, gender and sexuality. I begin with a brief summary of the four main sections in the final workbook: 'Language', 'Policing and Subversion', '(Re)Design', and 'Social Impact'. I then outline and discuss the three main processes that I view are pertinent to any materials design aimed at addressing controversial issues of diversity: 1. 'Identifying 'Real' Themes', 2. 'Identifying Theoretical Concepts', and 3. 'Applying a Critical Pedagogical Structure'. These interconnected processes of production illustrate the complex negotiations between texts, theory and socio-cultural context that are needed for the effective design of educational materials: From finding exciting and subversive resources online or in the media to the re-conceptualisation of the workbook while journeying through the literature on sex, gender, sexuality and critical literacy pedagogy. Using my own workbook as a case, I argue that in order to deal with diversity in the classroom, critical self-reflection must be viewed as a practice which enables one to understand how pedagogical choices might have a real social impact on learners, education and socio-cultural context. In this way, I aim to consider how my own design choices affect what it means to engage with controversial topics in the classroom.

    ORCID iDs

    Govender, Navan N. ORCID logoORCID: https://orcid.org/0000-0001-6764-1169; Walton, Elizabeth and Osman, Ruksana
    • Item type:Book Section
      ID code:63732
      Dates:
      Date
      Event
      19 February 2018
      Published
      Notes:This is an Accepted Manuscript of a book chapter published by Routledge in Teacher Education for Diversity: Conversations from the Global South on 19th February 2018, available online: https://www.routledge.com/Teacher-Education-for-Diversity-Conversations-from-the-Global-South/Walton-Osman/p/book/9781138630413
      Keywords:critical literacy, hegemony, gender and education, gender and sexuality, material design, heteronormativity, Education, Education
      Subjects:Education
      Department:Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
      Depositing user: Pure Administrator
      Date deposited:16 Apr 2018 11:29
      Last modified:23 Sep 2021 01:45
      Related URLs:
      URI:https://strathprints.strath.ac.uk/id/eprint/63732
    CORE (COnnecting REpositories)