This volume seeks to redress the balance of masculinity by
examining the grammars of gender as these are acted out in the
dialogues of Higher Education. Gender roles, whether of dominance
or of marginality, are seen here as being negotiated simultaneously
within texts and in the social performances of the classroom.
Working through a number of short case studies, this book will be
at once a contribution to the scholarship of teaching and to the
debate on gender in culture.
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