ABSTRACT
This chapter describes how it is possible to begin to create text and readings of text that move around the students beyond the current embeddedness in the metaphors and storylines of binary thought and the male/female dualism in an attempt to move towards multiple genders, multiple subjectivities. Many of the romantic texts that the students have access to are seductive in multiple ways. Romantic discourse is one of the fundamental props of the male/female dualism. Learning the appropriate patterns of desire enables young women to voluntarily and uncritically take up the subject positions made available to them in the patriarchal gender order. Taylor elaborates a number of strategies for working towards gender equity in the classroom that range across each of the feminist frameworks. In classrooms formal ownership of knowledge is assumed by teachers they have the authoritative codes for interpreting meaning.
