ABSTRACT
This chapter considers the ways in which gender and feminism offer relevant lenses for discussing, and tackling, unequal gendered learning outcomes in classroom and curriculum practices. The format of the chapter is a dialogue between Carol Taylor (one of the editors of the book) and Florence Ligozat (Link Convenor, and formerly Deputy Link Convenor, of the EERA Network on Didactics, Learning and Teaching) which reflects on how gender is within the two broad traditions (theoretically, conceptually and empirically); how this produces differing ways of exploring and analysing gendered inequalities; and how gender-based work in didactics, learning and teaching might work to enact more democratic and egalitarian aims and purposes of education.
