共查询到20条相似文献，搜索用时 55 毫秒
1.
Karin Due 《Cultural Studies of Science Education》2014,9(2):441-459
This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of “skilled physics student” were constructed in the context of the interviews. These discourses were reconstructed in the students’ discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged. 相似文献
2.
Pam Nilan 《Gender and education》2000,12(1):53-68
In this article the author aims to problematise the discourse of masculinity in the co-educational classroom. Moving strategically sideways to focus on boys rather than girls, it is argued that 'masculinity' is not a fixed essence but a shifting gendered social identity. Although mass culture generally assumes there is a fixed, true masculinity, not all boys and men take up the same kind of masculinity, nor do they experience 'maleness' in the same way. Social class and subcultures (as well as other inflections of identity not discussed in this article) profoundly affect the presentation and representation of masculine identities. Moreover, masculinity as a particular configuration of gender is constituted in relation to local contexts within the meritocratic discourse of schooling. The ethnographic data in this article, which focuses on boys relating to girls in the classroom, show how varied the contexts of gender production can be even within the same roughly parallel configurations of task and location. It is concluded that masculinity is above all a social identity accomplishment. 相似文献
3.
Majella McSharry 《Irish Educational Studies》2017,36(3):341-356
This article focuses on the inequalities experienced particularly by girls who attend co-educational secondary schools where specific male sports dominate school life. The research was undertaken in the Republic of Ireland in three schools known for the participation and success of boys’ teams in Gaelic football, hurling and rugby. Through a Bourdieusian account of ‘masculine domination’, this article examines how girls (and some boys) attending these schools have experienced inequalities in obtaining recognition in sport, and discrimination in accessing male-orientated sports, as well as unequal opportunities, resources and support. School management, teachers and students (both male and female) will be shown to often protect this male preserve by strategies that maintain the exclusion of girls through the normalisation of gender binaries. The article will also show how girls reflect upon their experiences and attempt to mobilise change. 相似文献
4.
Alison Kelly 《Educational studies》1988,14(2):151-163
Sex stereotyping inventories were administered to pupils entering ten co‐educational comprehensive schools. The tests were repeated two and a half years later. Children's scores on the two occasions were positively correlated. Girls who saw themselves as masculine were slightly more likely than other girls to chose physical science, while girls who saw themselves as feminine were slightly more likely to chose biology. Boys’ self‐images were not linked to option choices. However, boys with a masculine self‐image achieved slightly worse in science than other boys of similar general ability, whereas girls with a masculine self‐image achieved slightly better than other girls. Sex‐typed children were less interested in science, and had a less positive image of science and scientists than other children. In general sex stereotypes were only weakly related to children's achievements in, choice of, and attitudes towards science, but they were more salient to girls than to boys. 相似文献
5.
Lucinda McKnight 《Gender and education》2015,27(7):909-927
While the issue of boys’ dominance of the curriculum has a long history, the article examines this phenomenon in a contemporary context, through an empirical study with female teachers designing English curriculum around girls’ media in a coeducational secondary school in Victoria, Australia. In this space, teachers, and the researcher, produce and perform both individual gendered identities and plans for the identities of future student subjects, while negotiating subject positions made available to girls and women in broader social contexts. In this instance, negotiations that take place during the development of a unit of work on Mattel's Barbie website form the basis of feminist discourse analysis, enabling us to ‘take stock’ in thinking about what curriculum design is, about where the past is situated in relation to the present, and to question why, within a discursive feminist/postfeminist entanglement, the heritage of feminist intellectual thought in this area seems absent. 相似文献
6.
Leanne Dalley‐Trim 《Gender and education》2007,19(2):199-217
This article explores the performance of masculinity(ies) within the classroom site. Drawing upon research conducted in two co‐educational secondary classrooms, it examines the ways in which two groups of boys took up positions of dominance within their respective classrooms and, more specifically, focuses upon the ways in which they came to construct themselves, and perform, as embodied masculine subjects. In doing so, it examines the gendered and sexualized discursive knowledges and practices mobilized by these boys. Furthermore, it illustrates the ways in which these performances are constituted by, and constitutive of, versions of hegemonic masculinity while demonstrating the range of ways of ‘doing’ hegemonic masculinity—the various performance techniques available to do this ‘work’. The article also examines how these boys' performances served to position their peers within the classroom and, furthermore, explores their intra‐group interactions and the ways in which they came to position each other. 相似文献
7.
8.
In this forum we engage in a dialogue with Allison Gonsalves’s paper ‘“Physics and the girly girl—there is a contradiction somewhere”: Doctoral students’ positioning around discourses of gender and competence in physics’. In her paper Gonsalves uses a sociocultural approach to examine women doctoral students’ stories about becoming physicists. In doing so her paper focuses on how discourses of masculinity and femininity can create available and unavailable positions for the women students. In this dialogue we do a parallel reading of two of the student narratives presented by Gonsalves, using Judith Butler’s (1990) concept of discursive agency as a means to more explicitly bring the affordances for women identity constitution offered by their localized physicist context to the fore, rather focusing on its, often more visible, constraints. 相似文献
9.
Expressing social gender identities in the first year of school 总被引：1，自引：0，他引：1
Tests and spot observations were undertaken in first year classes in four primary schools to study children’s knowledge of and employment of social representations of gender. The use of these resources in children’s expression of social gender identities was re-assessed at the end of the first year in two classes. Analysis of spot observations identified distinct masculine and feminine styles in patterns of association, the masculine style emphasising gender exclusivity. Children also used group size to express social gender identities. Analyses showed that at the beginning of the school year girls interact in smaller groups, but by the end of the year they associate in groups as large as those of boys. Despite differences in group behaviour test data revealed that girls and boys share a similar knowledge of the interrelationship between the gender marking of social category membership and material culture. 相似文献
10.
Lovisa Bergdahl 《British Journal of Religious Education》2018,40(3):317-326
AbstractTaking its point of departure in the idea that language is never neutral but always coded in the masculine or the feminine (Irigaray), the main purpose of the paper is to explore the gendered coding of Religious Education teaching and how this coding interplays in shaping relationships and knowledge in the classroom. As recent research shows, debates about religion are becoming increasingly aggressive in many Western democracies and Religious Education is not unaffected by this. Drawing on Luce Irigaray’s notion of sexual difference the paper argues that RE tends to have a masculine coding in its overemphasis on beliefs, creeds and concepts. This not only positions both girls and boys as feminine in relation to (masculine) religion, it also fails to offer the more nuanced understanding of religious life so well needed today. The paper is divided into three sections. The first outlines briefly, theoretically and methodologically, the larger study of which this paper is part. The second offers an exposition of Irigaray’s thinking on sexual difference, and the third relates her philosophy to three empirical examples. The paper ends with a summary of the main points of the argument and the implications of language matters for Religious Education teaching. 相似文献
11.
Jessica Ringrose 《Gender and education》2007,19(4):471-489
This paper examines how an ongoing educational panic over failing boys has contributed to a new celebratory discourse about successful girls. Rather than conceive of this shift as an anti‐feminist feminist backlash, the paper examines how the successful girl discourse is postfeminist, and how liberal feminist theory has contributed to narrowly conceived, divisive educational debates and policies where boys' disadvantage/success are pitted against girls' disadvantage/success. The paper illustrates that gender‐only and gender binary conceptions of educational achievement are easily recuperated into individualizing neo‐liberal discourses of educational equality, and consistently conceal how issues of achievement in school are related to issues of class, race, ethnicity, religion, citizenship and location. Some recent media examples that illustrate the intensification of the successful girl discourse are examined. It is argued that the gender and achievement debate fuels a seductive postfeminist discourse of girl power, possibility and choice with massive reach, where girls' educational performance is used as evidence that individual success is attainable and educational policies are working in contexts of globalization, marketization and economic insecurity. The new contradictory work of ‘doing’ successful femininity, which requires balancing traditional feminine and masculine qualities, is also considered. 相似文献
12.
Heather Powers Albanesi 《Gender and education》2019,31(2):240-257
This study examines patterns in the kinds of discourses parents use to think about when to start their children in kindergarten in the US. Parents of three- to six-year olds were interviewed to gain an understanding of how parents make the ‘redshirting’ decision and the extent to which parental concern for sons’ achievement of successful masculinity plays into that choice. Focusing on the parents of male children, this analysis reveals parents employ two gender-related discourses: (1) the ‘failing boys’ backlash debate, surrounding the notion that schools are assumed to favour girls and how girls learn, and (2) a discourse involving the importance of hegemonic masculinity in competition with other boys. 相似文献
13.
Emmanuel Mayeza 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):128-141
South African research on young children’s constructions of social identities illuminates the significance of play in the construction of gender identities. However, what remains largely understudied are the children’s construction of sexualities through play. The dominant discourse of ‘childhood innocence’ obscures the variegated understandings of the meanings children attach to sexualities. This paper will explore how some South African boys and girls aged 9–10 years construct themselves as active heterosexual subjects through football talk and play during break-time at school. The paper will demonstrate how the school playground is constructed by the ‘charmer boys’ as a ‘football space’ where they use football performance to impress and charm the ‘cream girls’ who are relegated to the margins as spectators of the football games. However, the paper will also argue that gender power relations are complex and that the position of the ‘creamers’ is infused with power as reflected in the role that they play as assessors of the boys’ performance. 相似文献
14.
This article explores how six teenage girls talk about being smart in the wake of celebratory discourses touting gender equality in education and beyond. Set against the neo-liberal backdrop of ‘What about the boys?’ and ‘girl power’, it is assumed that smart girls today ‘have it all’ and, therefore, no longer require feminist interventions in the school. Issuing a challenge to these post-feminist assumptions, we highlight complex narratives of girls’ academic success, including post-feminist narratives of individualisation and the ‘supergirl’, alongside feminist narratives of gender inequality in the school and the broader social world. We conclude by highlighting the impossible terms within which post-feminism frames girls, and the dangers that this pervasive discourse poses to girls’ educations. 相似文献
15.
Ayesha Khurshid Brittany Pitts 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):424-435
ABSTRACTIn 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
16.
17.
Lydia Namatende-Sakwa 《Gender and education》2019,31(3):362-376
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
18.
Much to the consternation of many feminist researchers, teacher education programs have become largely silent about gender and the influence of gender discourses on teaching and learning. Stereotypical views of males and females can dominate teachers’ views of boys and girls, and they can be seen as essentially different—as binary opposites. This has implications for identity construction of children as they take up or resist the identity positions made available to them by the teacher. In this paper, the intersection of gender with culture/ethnicity is examined in the context of identity construction. Classroom-based data are considered in relation to a ‘sensible girls/silly boys’ binary, and the teacher’s positioning of a Chinese heritage boy and Korean heritage girl in a New Zealand primary classroom. We suggest that the teacher’s discursive practices based on unexamined assumptions, limited the identity positions available to the children in relation to gender and culture. We argue that teacher education has an important role to play in preparing teachers with a critical orientation towards dominant gender discourses, and an understanding of the intersection of gender with other discourses, such as culture and ethnicity. 相似文献
19.
The purpose of this viewpoint is to systematically synthesise the intersection of research that focuses on poststructuralism as related to a physical education discourse (namely President’s Challenge Physical Fitness Awards Program). A feminist poststructuralist framework will be used to investigate the ways in which the hegemonic design of norm‐referenced youth fitness tests influence students’ gendering of the body through the notion of the normalised body. We propose that the tests and qualifying standards that are markedly different for prepubescent girls and boys fosters a gendered continuum that forces some students into dominant positions, while others are pushed to the margins. 相似文献
20.
Anna T. Danielsson 《Cultural Studies of Science Education》2014,9(2):477-494
This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students’ constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community. 相似文献