NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023003
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-0159-6306
"Doing Identity" in the Botswana Classroom: Negotiating Gendered Institutional Identities
Humphreys, Sara
Discourse: Studies in the Cultural Politics of Education, v34 n5 p765-783 2013
Drawing on post-structural and post-colonial conceptions of gender, this paper explores multiple student masculinities and femininities in the classrooms of four junior secondary schools in Botswana. These gendered identities, it is argued, are negotiated within broader institutional constraints that have been socio-historically produced. Such constraints include the colonial legacy of heavily authoritarian (and inherently gendered) teacher-student relations, which in turn are sustained (and resisted) through the practice of English as the medium of instruction, and a punitive disciplinary regime, which has corporal punishment at its core. Three similar gender performances are identified for both girls and boys: "good classroom students", "classroom rebels", and "docile bodies", though these are discursively produced and interpreted differently, against the norms of masculinity and femininity, and within a pervasive and stereotypical binary gender ideology.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana