NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ940297
Record Type: Journal
Publication Date: 2003
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1468-1366
Storytelling as Action: Constructing Masculinities in a School Context
Moita-Lopes, Luiz Paulo
Pedagogy, Culture and Society, v11 n1 p31-47 2003
This article looks into how masculinities are constructed in a mother tongue fifth grade reading classroom in Rio de Janeiro by focusing on the stories pupils tell one another in this context. The article follows a socio-constructionist view of discourse and social identities, such that stories are taken as resources used in the construction of social life and social identities or as instruments through which we act in the world and construct it. The stories are analysed in relation to how boys and girls position themselves towards tellers, listeners and characters, and how they draw upon socially available coherent systems. The study adopted an ethnographic approach that allowed naturally occurring stories to be audiotaped in classrooms or in focus group interviews. The analysis reveals that the stories (narratives, chronicles and explanations) told in schools help to construct hegemonic masculinity by drawing on coherent systems available in everyday common sense knowledge. Ways of destabilizing common sense notions of "masculinity" by employing narrative analysis within language education are suggested. (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:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil