Projects per year
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.
|Title of host publication||Teacher Education for Diversity|
|Subtitle of host publication||Conversations from the Global South|
|Editors||Elizabeth Walton, Ruksana Osman|
|Place of Publication||Milton Park, Abingdon, Oxon|
|Number of pages||16|
|Publication status||Published - 19 Feb 2018|
- critical literacy
- gender and education
- gender and sexuality
- material design
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).