EditorialFeminism and Gender in Literary Education

Résumé

The starting point for the making of this current issue were some fundamental questions about the intersection of Feminist Criticism and Gender Theory with Education: What might it mean to read and teach literature through the prism of feminist criticism and/or gender theory? In which texts, ways and methods can we integrate a balanced gender approach into literary didactics? How and in which teaching approaches can we produce some powerful feminist readings of the literary texts, whether they are texts long established by tradition, or contemporary and multimodal ones, belonging to popular culture? And how can these concerns about feminism and gender be adequately addressed and embedded into the literature classroom? Although we knew that all the previous questions could not be effectively addressed in one single issue, we still envisaged a publication with insightful contributions to the overall theme of Feminism and Gender in Literary Education.