Abstract
This paper explores how middle school youth in a single-sex education program created a social landscape that enabled disruptive gender play. The paper considers the possibility of transformative acts within the rigid boundaries of single-sex education. It draws together theories of performance and play to examine how youth read, respond to, and produce their single-sex classrooms. In examining the single-sex classrooms as a space in formation rather than a rigidly conceived space, the researcher sees many instances of students releasing themselves from the heteronormative gender binds that shape experiences of their peers in co-education classrooms. In the single-sex classrooms, gender is taken up with more fluidity and performances that are not solely confined by gender binaries.
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