Abstract
This thesis is a case study of the phenomenon of a girls' leadership program delivered in an Australian public co-educational high school. The study was informed by feminist poststructuralism, Michel Foucault's theory of power and Judith Butler's theory of performativity. Drawing on these theories, the discourses of gender and leadership are examined and it is argued that, while initially the girls experienced gendered powerlessness, they experienced a fluid, agentive standpoint where their voices gained some recognition after they undertook the leadership program.
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