ABSTRACT
The chapter begins by describing the context of the research and outlining the theoretical framework for the project. I then concentrate on two of the central concerns in our ongoing ethnographic study-these are spatiality and embodiment in schools. I explore how these are centrally implicated in gender construction in schools. The chapter concludes by arguing that any pedagogy for girls would need to take account of the place that ‘girls’ can take in schools. I use the expression ‘girls’ tentatively, because I argue that ‘girls’ are not a singular category.
