Dis/Locating gendered readings : moving towards a critical pedagogy of estrangement

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This thesis `Dis/Locating Gendered Readings: Moving Towards a Critical Pedagogy of Estrangement' investigates the interaction of students, teachers and narrative texts in a Grade 9 English classroom and explores processes of gendered subject production through pedagogical practices. The main focus is student and teacher responses to three narrative texts Peter (Walker, 1991), Looking for Alibrandi (Marchetta, 1992) and Dougy (Moloney, 1993) and resulting gendered differences in discursive positioning. The main aim is to identify the dominant discourses of both students and teachers with the view to interrogating them for the implications for current literary pedagogy and gendered positioning. The research is ethnographic focusing in particular on the discourses taken up by students and teachers in response to narrative texts. Drawing on a range of theoretical and methodological perspectives ‚ÄövÑvÆ pedagogy, feminist theory and discourse analysis ‚ÄövÑvÆ this thesis argues that classro

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