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

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

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.
LanguageEnglish
Title of host publicationTeacher Education for Diversity
Subtitle of host publicationConversations from the Global South
EditorsElizabeth Walton, Ruksana Osman
Place of PublicationMilton Park, Abingdon, Oxon
Chapter3
Pages36-52
Number of pages16
Publication statusPublished - 19 Feb 2018

Fingerprint

literacy
social effects
sexuality
gender
school
education
classroom
subversion
reflexivity
language
resources
heteronormativity
literature

Keywords

  • critical literacy
  • hegemony
  • gender and education
  • gender and sexuality
  • material design
  • heteronormativity

Cite this

Govender, N. N. (2018). Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design: a case in a South African school of education. In E. Walton, & R. Osman (Eds.), Teacher Education for Diversity: Conversations from the Global South (pp. 36-52). Milton Park, Abingdon, Oxon.
Govender, Navan N. / Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design : a case in a South African school of education. Teacher Education for Diversity: Conversations from the Global South. editor / Elizabeth Walton ; Ruksana Osman. Milton Park, Abingdon, Oxon, 2018. pp. 36-52
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Govender, NN 2018, Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design: a case in a South African school of education. in E Walton & R Osman (eds), Teacher Education for Diversity: Conversations from the Global South. Milton Park, Abingdon, Oxon, pp. 36-52.

Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design : a case in a South African school of education. / Govender, Navan N.

Teacher Education for Diversity: Conversations from the Global South. ed. / Elizabeth Walton; Ruksana Osman. Milton Park, Abingdon, Oxon, 2018. p. 36-52.

Research output: Chapter in Book/Report/Conference proceedingChapter

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N2 - 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.

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KW - material design

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M3 - Chapter

SN - 9781138630406

SP - 36

EP - 52

BT - Teacher Education for Diversity

A2 - Walton, Elizabeth

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Govender NN. Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design: a case in a South African school of education. In Walton E, Osman R, editors, Teacher Education for Diversity: Conversations from the Global South. Milton Park, Abingdon, Oxon. 2018. p. 36-52