NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ960574
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 77
ISSN: ISSN-1360-3116
The "Renaissance Child": High Achievement and Gender in Late Modernity
Skelton, Christine; Francis, Becky
International Journal of Inclusive Education, v16 n4 p441-459 2012
This paper draws on the concept of the "Renaissance Child" to illustrate the ways in which gender influences the opportunities and possibilities of high-achieving pupils. Using data from a study of 12-13-year high-achieving boys and girls based in schools in England, the paper considers the ways in which a group of popular boys was able to show an interest and success in literacy and English without posing threats to their masculine subjectivities. In contrast, a group of high-achieving girls experienced greater constraints in their attempts to balance an interest and success in physical education and sports whilst also performing acceptable constructions of femininity. The paper concludes that the concept of "Renaissance Child" is fruitful for research in education that is concerned with the production of neoliberal subjectivities. However, whilst boys can access and perform "Renaissance Masculinity", constructions of femininity impede even the highest-achieving girls from equivalent subject positions. (Contains 7 notes, 3 tables, and 2 figures.)
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: United Kingdom (England)