Invitation

Abstract

Just as Gender pedagogy begins with an invitation, so it closes with a further invitation. In thinking about how the conceptualisation of gender pedagogy has unfolded across the chapters of the book, the reader is re-invited to attend to their own narrative of gender learning. Gender pedagogy in this ‘book’ has involved acknowledging the processes of knowledge production, even while producing an object of academic knowledge production — how has the concept of the ‘trace’ contributed to this project? What has gender pedagogy come to mean as it has been inscribed and re-inscribed over the course of the book?