NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ719160
Record Type: Journal
Publication Date: 2006-Jan
Pages: 15
Abstractor: Author
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0954-0253
Girls in Education: Citizenship, Agency and Emotions
Gordon, Tuula
Gender and Education, v18 n1 p1-15 Jan 2006
Education has been expected to maintain status quo through regulation of citizens, but also to contribute to social change and emancipation. In a collective ethnographic project we have proposed that these contradictions manifest themselves in everyday life at school through tensions between control and agency. Girls encounter practices whereby their use of space is curtailed, their embodiment is controlled and their voice is frequently considered inappropriate. Limitations encountered by girls when striving for independent individuality and citizenship generate a range of emotions. Girls enter educational spaces with the expectation of attaining rational individuality as learners. They often bestow great expectations on schooling and long to attain the position of an abstract independent individual and a citizen capable of exercising agency. In this process they enter a "transpositional" space that frequently reminds them of their gender, as Victoria Foster suggests. The analysis is based on an ethnographic study and subsequent life history interviews on transitions of girls in ethnography.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland