“Gender Pedagogy”: enseñando, aprendiendo y deconstruyendo el género en la universidad.

Henderson, Emily F.: Gender Pedagogy: Teaching, Learning and Tracing Gender in Higher Education. New York (etc.): Palgrave Pivot, 2014. 154 p. ISBN 9781137428486.

‘Whoa’, ‘[squeak]‘, ‘oh là là’: is this what learning gender sounds like? After all, gender is a troublesome term. When addressed in its full reactive potential, it has a tendency to unfix the reassuring certainties of teaching and learning, as well as researching and writing. Gender pedagogy unfolds as an account of what it means to learn gender, and furthermore what it means to teach gender learning, when it is impossible to fully know what is happening in a classroom, or virtual learning environment, that is designated a ‘gender’ space. As the chapters slip between a wide-angle perspective on Gender Studies in general and a micro-view of moments on a Master’s course, it becomes clear that gender pedagogy is shaped by – and shapes – the environment in which it is situated, in this case a higher education institution. The theorisation of gender pedagogy is rooted in Derrida’s concept of the ‘trace’, which reflects the unfixing properties of gender and even shakes up the writing of this ‘book’.

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