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A Foucauldian Gaze on Gender Research: What Do You Do When Confronted with the Tunnel at the End of the Light?

Margaret Walshaw
Journal for Research in Mathematics Education
Vol. 32, No. 5 (Nov., 2001), pp. 471-492
DOI: 10.2307/749802
Stable URL: http://www.jstor.org/stable/749802
Page Count: 22
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
A Foucauldian Gaze on Gender Research: What Do You Do When Confronted with the Tunnel at the End of the Light?
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Abstract

This article, the focus of which is on girls in mathematics, engages poststructural debates over knowledge and power to explore how female subjectivity is lived within the classroom, and the first section looks at some recent feminist reconstructionists' proposals developed from the idea of "different experience." The second section is set within the context of the poststructuralists' undermining of the "light" of progressive development, central to the Enlightenment project. Foucauldian ideas are introduced for a theoretical discussion about the ways in which the girl becomes gendered through available discourses and practices. Building on this discussion, the third section provides an analysis of some moments of classroom life and offers a different story about girls in school mathematics.

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