‘Doing’ gender in a rural Scottish secondary school: an ethnographic study of classroom interactions     

Fiona G. Menzies  Ninetta Santoro 《Ethnography and Education》2018,13(4):428-441

This article draws on data from an ethnographic case study that examined how pupils’ gendered identities are constructed in one rural secondary school in Scotland. We utilise the work of Michel Foucault and Judith Butler to provide theoretical insight into how and why pupils take up particular gendered positions in school, focusing on the influence of teacher–pupil interactions. The findings suggest that some teachers reinforce traditional constructs of masculinities and femininities, and fail to disrupt boys’ views of girls as objects of desire. Teachers are also seen to reinforce gender stereotypes in their understandings of the rural landscape as an exclusive site for constructing masculine identities. We claim that this potentially limits pupils’ educational experiences. We conclude by suggesting that there is a need for teachers to develop deeper, more sophisticated understandings of gender, an area currently neglected in Scottish educational policy and teacher education programmes.  相似文献   

Gender and Sport: Changes and Challenges     

Fiona Skillen 《国际体育史杂志》2013,30(2):403-405

  相似文献   

Examining Sport Histories: Power,Paradigms, and Reflexivity     

Fiona McLachlan 《国际体育史杂志》2013,30(11-12):1497-1499

  相似文献   

The Hustle: one team and ten lives in black and white     

Fiona Dowling 《Sport, Education and Society》2013,18(4):547-549

  相似文献   

Social Use of the School Library: the colonisation and regulation of educational space     

Chris Shilling  Fiona Cousins 《British Journal of Sociology of Education》1990,11(4):411-430

The existing literature on school libraries has been dominated by a view of them as ‘learning laboratories’ which should allow students opportunities for reading and conducting research into small scale projects. From this perspective, resource issues and helping students become knowledgeable users of library facilities are the major problems facing school librarians. This study breaks from the traditional research by focusing on the social use of the school library. Data are used from two case‐studies of school libraries to analyse student colonisation and teacher regulation of library space, and the processes by which students come to associate or dissociate themselves from using the library during the school day. The paper concludes by arguing that social factors form, an integral part of the context in which school libraries stand or fall as arenas which facilitate student learning, and that the spatial dimensions of social interaction should become central to analyses of educational differentiation.  相似文献   

Factors influencing research performance of university academic staff   总被引：2，自引：0，他引：2  

Fiona Wood 《Higher Education》1990,19(1):81-100

The application of performance based criteria in the allocation of resources and the targeting of substantial research funds to topics of national priority are two major features of the new research funding climate in Australian higher education. Successful competition for such funds will depend on universities developing and implementing appropriate research management plans and on the overall research performance of their academic staff. This paper reports the views of academic staff from one Australian university on such issues as the determinants of research performance and the importance of individual autonomy in the selection of research topics. One of the main findings is that research activity is highly variable and influenced by a number of factors including, personal characteristics; differences in research styles, methods and strategies both within and between disciplines; and dependence on funding. The findings show that academics firmly believe in freedom of inquiry in the choice of research topic.  相似文献   

An international study of the gendered nature of academic work: Some cross-cultural explorations   总被引：2，自引：1，他引：2  

Millicent Poole  Laurel Bornholt  Fiona Summers 《Higher Education》1997,34(3):373-396

This study explores the gendered nature of academic work based onthe Carnegie Foundations International Survey of the Academic Profession.Characterisation of related yet discrete aspects of academic work describescommonalities between men and women, and in particular, highlights theaspects that discriminate between them. Responses by men and women fromAustralia, Germany, Hong Kong, Israel, Mexico, Sweden, UK and USA wereanalysed within following themes: working conditions; professionalactivities of teaching, research, and service; issues of governance andmanagement, and the international dimensions of academic work.  相似文献   

Scaffolding the Appropriation of Self-regulatory Activity: A Socio-cultural Analysis of Changes in Teacher–student Discourse about a Graduate Research Portfolio     

Allyson Fiona Hadwin  Lori Wozney  Oonagh Pontin 《Instructional Science》2005,33(5-6):413-450

This study informs the design and development of pedagogical agents that can flexibly support self-regulation by calibrating guidance to specific phases and facets of self-regulated learning (SRL) as individuals encounter challenges and develop more sophisticated understandings of the task and content. From a socio-cultural perspective of self-regulation, we examine the transition of self-regulatory control from teacher to graduate student during naturalistic instructional conferences. Three goals included (a) examining teacher–student dialogue about a complex task to see if fading actually occurs, (b) examining whether support and fading of support are calibrated to specific phases of the self-regulatory process at a given point in time, and (c) examining techniques used for scaffolding and fading scaffolding directed toward specific phases and facets (behavioral, cognitive, metacognitive and motivational) of the self-regulatory cycle. Findings support a socio-cultural perspective of SRL demonstrating a transition from teacher to student regulation across phases and facets of SRL. The paper concludes with an examination of how our findings can inform the design of computer-based scaffolds that can support SRL.  相似文献   

Teaching, morality, and responsibility: A Structuralist analysis of a teachers’ code of conduct     

Damien Shortt  Fiona Hallett 《Teaching and Teacher Education》2012,28(1):124-131

In this paper we conduct a Structuralist analysis of the General Teaching Council for England’s Code of Conduct and Practice for Registered Teachers in order to reveal how teachers are required to fulfil an apparently impossible social role. The GTCE’s Code, we argue, may be seen as an attempt by a government agency to resolve the political and ideological tensions that emerge in a society that grapples with the paradox of revering individual autonomy whilst simultaneously being dependent upon state-delivered services like a national education system. In such a situation it seems that teachers are a locus in which these tensions collide. However, the GTCE’s attempt to bridge the philosophical gaps provides an opportunity, we conclude, for teachers and teacher-educators to explore the differences between public myths of the teaching profession and the lived reality of life in the classroom.  相似文献   

Shifting codes: education or regulation? Trainee teachers and the Code of Conduct and Practice in England     

David Spendlove  Amanda Barton  Fiona Hallett  Damien Shortt 《欧洲师范教育杂志》2012,35(4):449-462

In 2009, the General Teaching Council for England (GTCE) introduced a revised Code of Conduct and Practice (2009) for registered teachers. The code also applies to all trainee teachers who are provisionally registered with the GTCE and who could be liable to a charge of misconduct during their periods of teaching practice. This paper presents the results of a small-scale piece of research that utilises Q-methodology to ascertain trainee teacher alignment with the code. Our research concludes that trainee teachers in the sample have a high degree of homogeneity in relation to prioritising specific areas of the code, namely those pertaining to ethical behaviours. They do not prioritise those areas of the code relating to classroom-based skills which they have yet to develop. The paper questions the efficacy of a code which represents an aggregate of a code of conduct, a code of ethics and a set of standards for practice.  相似文献