Becoming a ‘Girl’: post‐structuralist suggestions for educational research |
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| Authors: | Alison Jones |
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| Institution: | Education Department , University of Auckland , New Zealand |
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| 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. |
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