Pedagogy in general is not only ruled by planning, explicit normative framings, and governmental strategies, but its topics, such as the success or the failure of teaching or learning processes or learners’ precarious or promising personality development, are also decisively influenced by unspoken, silent, corporal, spatial, material, barred, or alienated dimensions of pedagogy. Gender as an analytical category encloses these dimensions, as well as being a social category. In this essay, three sets of arguments, referring to implicit or tacit knowing, to bodiliness and corporeality, and to performativity and mimesis will be used to explain the tacit side of gender as a dimension of pedagogy.

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