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It has been noted that gender is enacted and understood differently based on classroom environment. This paper adds nuance to this research through a closer look at teacher-led and student-led gendered interactions in high school classrooms at a progressive school.

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This page is a summary of: Legitimate subjects: diverse pedagogical practices and gendered subjectivities in high school classrooms, Journal of Gender Studies, December 2017, Taylor & Francis,
DOI: 10.1080/09589236.2017.1417118.
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