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ERIC Number: EJ950535
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1360-3116
Dealing with Gender in the Classroom: A Portrayed Case Study of Four Teachers
Giraldo, Elida; Colyar, Julia
International Journal of Inclusive Education, v16 n1 p25-38 2012
This paper emerges from a qualitative case study that takes place in a US preschool setting and explores teachers' influences on the construction of children's gender identities. According to postmodern theories of gender, identity is constructed and constituted through social interactions and performances. This study focuses on the gender identities constructed as preschool teachers and students interact and learn. In this "portrayed case study", we combine the methodological elements of case study and portraiture. Portraiture methods enhance the traditional case study process, authorising a more considered presentation of participants and context. Four teachers at one preschool setting are portrayed. Some of the findings include the teachers' awareness of the importance of their interactions with students and the impact they have on students' gender performances. We also suggest that teachers need more resources and self-awareness regarding their own gender performances; teachers' self-knowledge may be important in disrupting gender-stereotyped teaching and social constructions, and in creating more inclusive learning spaces for all students. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States