Schoolyard stories: Processes of gender identity in a ‘children’s place’.
Drawing on data from a Swedish primary school, this article explores how the schoolyard and places within the schoolyard are discursively used in processing gender identity. The analysis of children’s narratives in relation to four identified key places indicated diverse and parallel ways of process...
| Publicado en: | Childhood Vol. 22; no. 1; pp. 85 - 101 |
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| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Feb2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=100948082&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 100948082 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09075682 3EI jtl: Childhood issn: 09075682 maglogo: Y pubinfo: dt: Feb2015 vid: 22 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 100948082 103754547 103754547 10.1177/0907568213512693 100948082 ppf: 85 ppct: 16 formats: tig: atl: Schoolyard stories: Processes of gender identity in a ‘children’s place’. aug: au: Rönnlund, Maria affil: Umeå University, Umeå, Sweden sug: subj: Gender Identity In Infancy and Childhood Learning Environment Recreation Schools Sweden Conceptual Framework Sociological Theory Child Human Male Female Interviews Funding Source Child: 6-12 years Male Female ab: Drawing on data from a Swedish primary school, this article explores how the schoolyard and places within the schoolyard are discursively used in processing gender identity. The analysis of children’s narratives in relation to four identified key places indicated diverse and parallel ways of processing gender identity, and that spatial characteristics formed different conditions for processing gender identity. The analysis stresses the importance of understanding gender identity as spatial and diverse and children as active agents in processing this identity. Following the analysis outlined in the article, it is argued that a spatially diverse and multi-characteristic schoolyard is likely to meet various and parallel ways of processing gender identity to a greater extent than a schoolyard with low spatial variety. In general, representations of an ‘active’, ‘playing with everybody’, ‘rule-abiding’, and ‘gendered’ school child were not challenged to any great extent. This result indicates the power of institutional and societal forming and framing in contemporary outdoor school environments. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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