'Doing' Gender in a Rural Scottish Secondary School: An Ethnographic Study of Classroom Interactions

Autor/inn/en	Menzies, Fiona G.; Santoro, Ninetta
Titel	'Doing' Gender in a Rural Scottish Secondary School: An Ethnographic Study of Classroom Interactions
Quelle	In: Ethnography and Education, 13 (2018) 4, S.428-441 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Menzies, Fiona G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2017.1351386
Schlagwörter	Foreign Countries; Ethnography; Case Studies; Gender Differences; Secondary School Students; Sex Stereotypes; Teacher Student Relationship; Masculinity; Femininity; Teacher Influence; Rural Schools; Secondary School Teachers; Observation; Interviews; Teacher Role; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Ethnografie; Case study; Fallstudie; Case Study; Geschlechterkonflikt; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Männlichkeit; Femaleness; Weiblichkeit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Beobachtung; Interviewing; Interviewtechnik; Lehrerrolle
Abstract	This article draws on data from an ethnographic case study that examined how pupils' gendered identities are constructed in one rural secondary school in Scotland. We utilise the work of Michel Foucault and Judith Butler to provide theoretical insight into how and why pupils take up particular gendered positions in school, focusing on the influence of teacher-pupil interactions. The findings suggest that some teachers reinforce traditional constructs of masculinities and femininities, and fail to disrupt boys' views of girls as objects of desire. Teachers are also seen to reinforce gender stereotypes in their understandings of the rural landscape as an exclusive site for constructing masculine identities. We claim that this potentially limits pupils' educational experiences. We conclude by suggesting that there is a need for teachers to develop deeper, more sophisticated understandings of gender, an area currently neglected in Scottish educational policy and teacher education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01