Becoming a ‘Girl’: post‐structuralist suggestions for educational research
- 1 January 1993
- journal article
- research article
- Published by Taylor & Francis in Gender and Education
- Vol. 5 (2) , 157-166
- https://doi.org/10.1080/0954025930050203
Abstract
Post‐structuralist analyses have yet to be used widely by feminist classroom researchers. Some, such as Bronwyn Davies and Valerie Walkerdine, have showed how post‐structuralism provides a conceptual language which transcends agency/structure dualisms, as well as avoids the simplicities of theories which invoke a monolithic notion of patriarchal power in understanding girls’ classroom experiences. This paper attempts to spell out some of the diverse benefits of post‐structuralism for feminist empirical research in education.Keywords
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