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Reflections on teaching gender to Australian sociology undergraduates in the neoliberal postfeminist classroom

Citation

Nash, MB, Reflections on teaching gender to Australian sociology undergraduates in the neoliberal postfeminist classroom, Journal of Sociology, 49, (4) pp. 411-425. ISSN 1440-7833 (2013) [Refereed Article]

Copyright Statement

Copyright 2013 The Australian Sociological Association

DOI: doi:10.1177/1440783313504053

Abstract

This article doubles as a reflection piece and a primer in thinking about how to negotiate teaching gender in an evolving institutional climate. I argue that teaching gender in sociology sits at odds with the increasing neoliberal and postfeminist discourses, attitudes, and economics that currently structure Australian universities. First, I locate the context in which teachers of gender in sociology find themselves in Australia with an emphasis on how neoliberal and postfeminist discourses challenge students in developing a sociological imagination. Next, I examine the utility of feminist pedagogies based on my own experiences as a teacher. Specifically, I explore two strategies that I have employed in one gender-focused unit that I teach to address the challenges posed by neoliberal and postfeminist orthodoxy.

Item Details

Item Type:Refereed Article
Research Division:Studies in Human Society
Research Group:Sociology
Research Field:Sociology of Education
Objective Division:Expanding Knowledge
Objective Group:Expanding Knowledge
Objective Field:Expanding Knowledge through Studies of Human Society
Author:Nash, MB (Dr Meredith Nash)
ID Code:87815
Year Published:2013
Web of Science® Times Cited:4
Deposited By:Social Sciences
Deposited On:2013-12-09
Last Modified:2014-04-17
Downloads:0

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