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1.
The past decade has seen an exponential rise in the popularity of cognitive–behavioural programmes as a means of rehabilitating ‘offenders’. Although the programmes have been evaluated by a number of researchers, very little qualitative work exists, particularly with regard to the discourses mobilised by practitioners, and the production of gendered subjectivities in this setting. Consequently, this article focuses on one woman, ‘Michelle’, who attended an Aggression Replacement Training programme as part of her probation sentence. By drawing on Francis’ [2010. Re/theorizing gender: Female masculinity and male femininity in the classroom. Gender and Education] notion of gender monoglossia and heteroglossia I aim to provide a nuanced account of Michelle's seemingly straightforward ‘performance’ of ‘female masculinity’ [Halberstam, J. 1998. Female masculinity. Durham, NC: Duke University Press]. Through an analysis of the discourses mobilised by practitioners I also demonstrate that within this discursive environment the rehabilitation of female ‘offenders’ continues to be one of conformity to traditional ‘feminine’ gender norms as well as a desistance from crime.  相似文献   

2.
Girls' studies have made an important contribution to the literature on subjectivity and schooling in neoliberal times; however, girlhood studies within Western contexts remain predominantly urban in focus. This article brings an analysis of place to debates about gendered subjectivity formation by exploring gendered patterns within rural students' imagined futures. Drawing upon ethnographic research with grade 7/8 students in rural Ontario (Canada), the analysis demonstrates how girls construct contradictory future narratives envisioning urban femininities while insisting they will remain living in the country. I argue that this tension must be explored in relation to the gendered context of rural social space, as well as post-feminist discourses of ‘girl power’. The analysis contributes to the fields of rural education and girlhood studies by foregrounding the significance of place within the gendered formation of student subjectivities and future aspirations.  相似文献   

3.
The present paper examines male and female teachers’ language practices in relation to ‘censuring’ talk in the primary classroom, in the context of the debate around boys’ ‘underachievement’ and the ‘feminisation’ of primary school culture. Through an analysis of classroom observations with 51 men and women teachers, it looks to see whether gender differences could be found in the ways individual men and women teachers communicated in terms of their ‘censuring’ comments of pupils’ work or behaviour. Secondly, the paper takes issue with the notion that teachers operate within a ‘feminised’ educational culture, by looking at the ways in which teachers’ classroom talk can be seen to be constrained by two contrasting discourses relating to the power relation between teacher and pupil: a ‘traditional’ disciplinarian discourse, and a more ‘progressive’ liberal discourse. Both discourses have complex gendered and class dimensions, challenging the conception of a ‘feminised’ primary school culture.  相似文献   

4.
Drawing on a qualitative interview-based study, this article foregrounds the perspectives of a group of male pre-service teachers at a South African university for choosing not to specialise in the teaching of young children. Male pre-service teachers in this study associate with teaching older learners in the senior phases, constructing it as more appropriate for men, with greater intellectual capacity and a higher status profession in contrast to the feminised caring roles associated with teaching young children in the Foundation Phase (FP). They disassociate with the FP of teaching, engage in oppositional and gendered discourses, claim power and construct a version of masculinity that has inequitable gendered effects. Understanding why men choose not to pursue the FP of teaching is a key issue of masculinities and power. Drawing attention to such issues becomes necessary in order to counteract positioning males and females into gender-specific roles within professions and in the context of this study, to attract more males into the largely feminised FP of teaching.  相似文献   

5.
This article uses data collected from a class of eight to nine year olds to show the specific ways children are defining their gendered positions within the context of their same sex friendship groups. Children's subjectivities are described as both actively formed and also positioned within the surrounding (gendered) discourses. This article will show specific ways that structure and agency is played out through talk amongst friends. Importantly, analysis of the talk indicates that children are able to both align themselves as well as challenge dominant gendered discourses. The article argues that informal talk amongst friends is an important space for children to make sense of masculinities and femininities and to develop their identities, particularly in the context of school.  相似文献   

6.
This paper provides an analysis of the discourses associated with physical education in Scotland's Curriculum for Excellence. We implement a poststructural perspective in order to identify the discourses that underpin the physical education sections of the Curriculum for Excellence ‘health and well-being’ documentation. Discourses related to physical activity and health are particularly prominent, along with a related concern with motor skill development. Our focus lies with the ways in which these discourses are likely to be taken up and deployed within Scottish educational establishments. The paper thus explores the ways in which these discourses might ‘work’ to produce specific effects on practitioners and pupils. This involves speculating about how practitioners and students might engage in specific practices relative to these discourses. We conclude that the discourses identified lend themselves to interpretation and negotiation in multiple ways in the context of Scottish physical education, with specific consequences for the experiences and subjectivities of practitioners and children.  相似文献   

7.

In this article Francisca E Gonzalez shifts the focus from a deficit view of cultural knowledge to an imaginary of the formation of identities and integrity braided with the law, policy, and social formations. In this way, cultural practices cultivate a unique worldview with implications for K-12 educational excellence and academic achievement. Gonzalez situates her research within the national discourse on educational reform so as to direct educational researchers', policy makers', and educators' thinking of young Mexicanas as pensadoras who interrogate the social order, and who give meaning to learning, knowing, and power. She describes a study intended to explore the development of womanhood among young Mexicanas beginning with an explanation of a theoretical lens, a looking prism of critical race feminisms and Latina critical theory interpretive frameworks. Then she explains the study's multimethodological approach of trenzas y mestizaje, the braiding of theory, qualitative research strategies, and a sociopolitical consciousness. The article then details young Mexicana meanings of gendered cultural socialization, educacion, and success as cultural epistemologies and pedagogies, what the young Mexicanas called haciendo que hacer. Gonzalez explains this as the teaching and learning of sociocultural foundations and the cultivation of academic achievement. In closing, Francisca elaborates on how a braiding of different ways of knowing, teaching, and learning brings cultural knowledge to the fore of discourses on human rights, social justice, and educational equity including the formulation of holistic educational policies and practices.  相似文献   

8.
This paper engages with some everyday ways of doing and being gender which proceed from a dominant liberal rights policy and practice discourse within one English ‘rights-respecting’ primary school in England. Drawing on three ethnographic vignettes of data from different spaces within the school, it utilises a Butlerian analytic to interrogate the kinds of subjects that children are entitled and obliged to be as they take up different subject positions proposed to them in the school. The paper engages with this empirical data, to foster and ignite critical sensibilities, especially as these relate to ‘taken-for-granted’ discourses of children’s rights which presume the participation of all children regardless of their differently gendered subjectivities. This analysis puts in question the universal, normative and essentialising effects of the category of the rights-respecting child as always unproblematic and forever productive.  相似文献   

9.
In foregrounding how girls use their bodies when negotiating subjectivities as adolescents, this paper explores possible ways of doing, being and becoming an adolescent girl in urban, multicultural school contexts. Drawing on interview material generated through a longitudinal qualitative study of children's social transitions between childhood and adolescence, the paper more specifically examines how girls constitute subjectivities through bodily practices which position them according to dominant discourses of hetero‐femininity. The paper goes on to argue that the way in which girls negotiate these discourses through practices on and with their bodies has a significant impact on how they subsequently experience their social transition between childhood and adolescence.  相似文献   

10.
The Shrek films are a popular worldwide and economic success. Drawing on an analysis of the film as well as responses from undergraduate students enrolled in a children's literature course, we analyze Shrek 2 as a teaching machine in which normative discourses of gender and sexuality circulate under the guise of ‘girl power’. We argue that while Shrek 2 purports to offer viewers a more progressive curriculum about girlhood in relationship to other media texts such as Disney, it ultimately reifies heterosexual white femininity as the norm.  相似文献   

11.
In this article, prevailing professional, business and managerial discourses of team leadership are ‘troubled’ by some feminist critiques and analyses of collectivity and gendered discursive relations of power. I draw on a study of primary school co‐principalships to describe and reflect on Karen’s (a pseudonym) accounts of her personal and shared leadership practices within a three teacher co‐principalship. The article indicates how feminist consciousness, politics and relationships can contribute to social, cultural and organizational change within ‘mainstream’ institutions. 1 1. I am grateful to the reviewers of this article, one of whom made this point. View all notes It also explores how pre‐constructed discourses about gender, class and leadership, can be unwittingly stitched back into an individual’s collaborative practices, limiting the potential for democratic change. My aim is to contribute to the kind of work called for by Davies when she argued that if we are alerted to the work being done by the various discourses we are invoking, then we can more effectively reflect on how limiting and disempowering discursive constructions can be challenged and changed.  相似文献   

12.
Research within science textbooks has dominantly focused on examining explicit representations of women and men using quantitative methodology. The assumption that gendered arrangements are necessarily explicit and therefore visible and countable, overlooks how power works explicitly and implicitly through discourse to produce specific gendered subjectivities. In taking up feminist post-structuralisms, this study contributes to textbook studies within sciences by illuminating both explicit and implicit representations of gender. Using discourse analysis, ‘gender-neutral’ and/or disembodied subjects and objects were ‘unmasked,’ revealing a generic male and/or masculine subject. Gender-neutrality, which is pervasive within the physics textbooks, was thus exposed as a mask for generic maleness/masculinity. I argue that this objectivist science, which remains compatible with a narrow range of student gendered identities, forecloses possibilities for a wide range of scientist subjectivities, to produce a more inclusive physics curriculum, with a greater possibility of developing physics using diverse subjectivities.  相似文献   

13.
ABSTRACT

In this article, we analyze the coverage of Malala in The New York Times and The Wall Street Journal to explore how these influential media sources characterize Islam and Pakistan to tell Malala’s story. Our discourse analysis reveals how these newspapers construct Malala’s status as a global icon as an embodiment of her subject position as a girl. This media discourse mobilizes Malala’s agency in relation to her potential as an individual whereas her vulnerability as a young girl is presented in reference to her Muslim heritage and culture. Malala’s image as a global icon, thus, is produced through approaching her as an agent in a culture where girls are vulnerable victims of patriarchy. Through focusing on this media discourse, this article argues that Malala’s image as a global icon of girls’ education has become a site to reinsert, rather than challenge, the dominant images about Islam and Muslim societies.  相似文献   

14.

The English social and educational reformer, Mary Carpenter, became involved in the imperialist venture in India in the 1860s and 1870s. Imbued with liberal, anti‐racist attitudes, she was drawn to India particularly because of gender interests. Inspired by and working with Indian reformers, she was apparently welcomed on her four visits to India where her own ideas on women's rights were further developed. In England she eagerly publicised her experiences and strove, with some success, to achieve her interpretation of what Indian reformers desired. How far Mary Carpenter actually could understand the Indian situation, how far her liberalism in fact was touched by cultural imperialism and class attitudes — her own ethnicity as an Englishwoman — indeed, are examined here. It will be seen that to understand fully racial and imperial attitudes of late nineteenth century England it is crucial to interrelate gendered notions with them.

  相似文献   

15.
The Norwegian picture book What a Girl! (original title Snill) by Gro Dahle and Svein Nyhus was published 2011 and immediately gained a large audience. The book tells the story about a girl who always behaves in the ways expected of her: she never confronts her parents, her teacher or her classmates. This behaviour makes her invisible; she disappears into a wall, causing those around her to take notice. After a while, she fights herself out of the wall, emerging a completely different girl, a strong girl with a will of her own. However, she does not come alone: she has taken with her all the silent females, who had disappeared into the wall before her. The picture book story has fascinated both young and adult readers, and many student teachers have discussed it as part of their curriculum at university. The experienced reader will find intertextual relationships to other texts, where women disappear into the wall such as Charlotte Perkins Gilman’s The Yellow Wallpaper (1899) and Patrice Kindl’s The Woman in the Wall (1997). The less-experienced reader will encounter a fascinating story of a girl fighting for her freedom and self-esteem. This article will present a multimodal analysis of the cover page and some significant spreads building on social semiotic theory and tools for analysing multimodal texts. The analysis will give a basis for discussing the development of the main character as a liberation project.  相似文献   

16.
Children's literature helps young people make sense of gender. However, while books offer children the imaginative ability to create their own worlds, normative gender can manifest in characters and stories. The study described in this article draws upon ‘disruptive’ storytimes with 114 preschool children, interviews with 20 parents and staff, and observations at 20 preschools. Employing a feminist, queer approach, I develop two derivative books that switch a boy-hero for a girl and vice versa. These books are read to children in educational settings. This method interrogates gendered characters and stories’ attachments to such concepts as love, acceptance, bodily agency, and adventure. Results show how children interact with these characters and stories and how they use categorisation and narrative construction to make sense of gender. I focus on the gender discourses at play and moments of childhood discursive agency. Themes include literature, doing and being, positioning, bodies, and feminist tales.  相似文献   

17.
Research on youth subjectivities and disappearing media is still in its infancy. Ephemeral technologies such as Snapchat, Frankly and Wickr offer young people opportunities for discursive agency, harnessing teenage discourses of social positioning. These media facilitate social mobility in teen peer contexts by providing a medium for dynamic and shifting relationships. The transmission of digital images can enable a social flexibility that has a significant impact on youth subjectivities where discursively constructed relational identities are brokered through cyber technologies. We tackle the question ‘what discourses are evoked and produced in the discussion of disappearing social media?’ by exploring two parents’ accounts of their children’s use of this media. We also examine a discourse of innocence that surrounds teens’ use of social media and, in particular, ephemeral applications, by sexting and cyberbullying. We engage in the debate on the use of ephemeral social media to consider the discourses influencing youth subjectivities and the nature of networked publics.  相似文献   

18.
A demure and pretty girl from Xi'an was willing to offer her true love to a foreigner for the sake of realizing her dreams of changing her present life, but all she got was deception and humiliation.  相似文献   

19.
ABSTRACT

Ongoing debates over children's encounters with popular culture are grounded in representational images of what childhood is and what childhood should be. As such, the tendency to overcode and regulate children's behaviors, relationships, and desires are often part of a greater effort to prepare the child to fit fixed and essentialized notions of what she should be as she grows into a person, capable of contributing to a globalized society. These efforts toward molding the child for adulthood disparage the moments that she is already a part of and the most important thing then becomes preparing her to participate in a world that we can neither foresee nor predict. In this paper, I consider the research encounters with an 11-year-old girl, who participated in a university-sponsored weekend art school, where she created seemingly subversive drawings and comics as she engaged with popular culture related to Justin Bieber. Employing Deleuzoguattarian concepts, I describe the ways in which the girl transcended representational images of childhood. In doing so, I reconceptualize childhood itself as affective, emergent, and always in processes of difference.  相似文献   

20.
Research Findings: The purpose of this study was to examine the relationship between preschool children's social outcomes in the classroom (including hyperactivity, aggression, and social skills) and their media viewing habits (including the amount of television they watch and whether they watch videos/movies that are rated as inappropriate for young children). The participants were 92 low-income pre-kindergarten-age children for whom we obtained parent reports of media viewing habits and teacher reports of classroom behavior. The results suggested that viewing of inappropriate content was associated with higher hyperactivity and aggression scores and a lower social skills rating, whereas the amount of viewing was not related to these classroom outcomes. Policy: There has been a great deal of focus on how both the amount and content of television viewed affects social development in middle and later childhood. These studies have helped influence the development of guidelines for parents of young children to limit media viewing. The findings from the present study suggest that school personnel and others should monitor the content of what preschoolers are watching and should educate parents about the potential impact of media viewing on children's classroom behavior.  相似文献   

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