Gender, Literacy, Curriculum is a major contribution to the field of both gender and education and literacy studies. Its significance lies in its articulation of the inter-relations between literacy and curriculum, extending our understanding of how literate practices in specific curricular contexts work, not only to produce particular kinds of knowledges but also to produce gendered subjects, differently positioned in relation to those knowledges. The book is located theoretically at the intersection of a productive set of disciplinary frameworks; feminist and post-structuralist theory, curriculum studies, literacy studies and linguistics. This combination makes it possible both to demonstrate the powerful uses of linguistic analysis and also to make clear its limitations. This is of particular relevance given the increasing international importance of linguistically based approaches to literacy.