The term gender-inclusive has become well known in Australian education since the late 1980s. In policy terms, it is associated with an education structured to value girls and women, their knowledge and experience, equally with that of boys and men. This paper reports an analysis of the gender-inclusivity of teaching and learning activities in a combined Year 2/3 class studying an integrated, ... [Show full abstract] science and technology topic themed about pirates. The data include field notes from class visits, interviews with the teacher, informal conversations with children, a videotape recording of one class and inspection of children's work. The content of an inherently gendered topic, like pirates, provides teachers with opportunities to challenge the structure of gender in ways that enable children to begin to understand how males and females are positioned in the prevailing discourse and how some groups are privileged over others. In this Year 2/3 class, the teacher was able to help children to develop different views of, in this case, who pirates are, what they might do, and what a more socially just pirate existence might be like. Opportunities to challenge the gendered way we think about things, even pirates, are taken too infrequently in our classrooms.