Popular culture and the reading teacher: a case for feminist pedagogy

Reading teachers concerned with gender equity have struggled to find ways in which to critically engage with students' popular culture. Traditionally, feminist reading teachers have seen popular texts as mechanisms for the reproduction of dysfunctional gender relations. However, this perspective is often met with resistance by young readers. In this paper, we argue that texts, such as Archie comics, that have traditionally been seen as mechanisms for the reproduction of patriarchy are more complex than they first appear. Through the critical analysis of an Archie story, Fairytale Land Revisited, we offer an example of how educators concerned with gender equity might use feminist post-structural theory to encourage students to engage critically and productively with popular texts.