Legitimate subjects: diverse pedagogical practices and gendered subjectivities in high school classrooms.
This paper is based on an ethnographic study of a progressive high school programme that privileges critical thinking amongst its students. Drawing upon feminist poststructuralist educational research, we propose an analysis of classroom discourse in order to highlight the diverse legitimation proce...
| Publicado en: | Journal of Gender Studies Vol. 28; no. 2; pp. 171 - 185 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2019
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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=ssf&AN=133897611&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 133897611 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 09589236 JGS jtl: Journal of Gender Studies issn: 09589236 maglogo: N pubinfo: dt: Feb2019 vid: 28 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 133897611 10.1080/09589236.2017.1417118 ppf: 171 ppct: 14 formats: fmt: – @attributes: type: T db: hlh ui: 133897611 – @attributes: type: P db: hlh ui: 133897611 tig: atl: Legitimate subjects: diverse pedagogical practices and gendered subjectivities in high school classrooms. aug: au: Timiri, Himabindu Shirazi, Roozbeh affil: Department of Organizational Leadership, Policy, and Development, University of Minnesota, Minneapolis, MN, USA su: High school students Feminists Classrooms Educational programs Diversity in education sug: subj: High school students Feminists Classrooms Educational programs Diversity in education keyword: critical discourse Gender high school pedagogy poststructural feminist critical discourse Gender high school pedagogy poststructural feminist ab: This paper is based on an ethnographic study of a progressive high school programme that privileges critical thinking amongst its students. Drawing upon feminist poststructuralist educational research, we propose an analysis of classroom discourse in order to highlight the diverse legitimation processes that enable gendered subjectivities in one high school setting. Our findings indicate that pedagogic styles alter the pattern of legitimation for gendered subject positions in the three classroom settings studied, and create different possibilities for the interrogation of normative gender scripts in the classroom. While appeals to teacher authority are the basis for the legitimation of alternative gendered subject positions in all three classrooms, agential student-led interactions are more apparent in challenging normative gender scripts. Our study demonstrates the need to consider the diverse sources of discursive authority for gendered claims in schools and seeks nuance in understanding pedagogical authority and gendered knowledge construction. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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