Interrupting Normative Gender Scripts in Curriculum

In this professional development session, teachers and leaders in a public all-girls school asked us to spend time with them thinking about how can they design a critical curriculum for girls that is gender-sensitive without essentializing and normalizing girlhood. Some questions we explored: How does curriculum operate as a “normalizing” project? Does it include, exclude, both in some ways? Who is being left out? Which girls?  Does the knowledge reproduce or disrupt normativity? Are students asked and given opportunity to challenge categories? How? What kinds of girls does your curriculum make possible? Or foreclose?  In what ways are stable categories challenged?