NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ940301
Record Type: Journal
Publication Date: 2003
Pages: 23
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1468-1366
Boys Don't Write Romance: The Construction of Knowledge and Social Gender Identities in English Classrooms
Ivinson, Gabrielle; Murphy, Patricia
Pedagogy, Culture and Society, v11 n1 p89-111 2003
Teachers have been under pressure in the United Kingdom to devise pedagogic strategies to raise boys' achievement. This article reviews the emergence of the concept of a "setting" from within the sociocultural literature as the basis for considering the interaction between gender and learning. The second section reports findings from an empirical study of two teachers in one school who taught the same creative writing activity to their classes. The strategies in each classroom to improve boys' achievement in English varied, and involved mixed, gendered seating and single sex grouping. The strategies had unintended effects in terms of how subject knowledge was realised, and therefore what was available to learn and by whom. To demonstrate and explain these effects we illustrate how hegemonic representations of gender were reconstructed in each setting and present individual cases to illustrate students' experience of the settings. How settings mediate the interrelation between gender and learning at the interpersonal plane of analysis are discussed, and the reconstruction of knowledge and social gender identities at the personal plane.
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 - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom