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ERIC Number: EJ817634
Record Type: Journal
Publication Date: 2008-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0142-5692
"The World Must Stop when I'm Talking": Gender and Power Relations in Primary Teachers' Classroom Talk
Read, Barbara
British Journal of Sociology of Education, v29 n6 p609-621 Nov 2008
The present paper examines male and female teachers' language practices in relation to "censuring" talk in the primary classroom, in the context of the debate around boys' "underachievement" and the "feminisation" of primary school culture. Through an analysis of classroom observations with 51 men and women teachers, it looks to see whether gender differences could be found in the ways individual men and women teachers communicated in terms of their "censuring" comments of pupils' work or behaviour. Secondly, the paper takes issue with the notion that teachers operate within a "feminised" educational culture, by looking at the ways in which teachers' classroom talk can be seen to be constrained by two contrasting discourses relating to the power relation between teacher and pupil: a "traditional" "disciplinarian" discourse, and a more "progressive" "liberal" discourse. Both discourses have complex gendered and class dimensions, challenging the conception of a "feminised" primary school culture. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A