Introduction

This chapter introduces readers to the main aims, purposes and scope of the book. It discusses the histories and key debates which have shaped approaches to the gendered analysis of teaching and learning in the Anglophone and Didactics traditions, outlines the main commonalities and differences between them and considers some of the ways in which their varying trajectories have deployed (or not) feminist approaches. The chapters are then introduced, and each is briefly summarised. Finally, readers are introduced to the aims and purpose of the paired dialogues which accompany each chapter and which serve as key vehicles for ensuring that each tradition may ‘speak’ to others in theoretically and empirically generative ways.