From 'They' to 'Faezeh': An Action Research Study of a Co-Educational Language Class

Autor/inn/en	Nazari, Mostafa; Hashemi, Mohammad R.
Titel	From 'They' to 'Faezeh': An Action Research Study of a Co-Educational Language Class
Quelle	In: Educational Action Research, 30 (2022) 5, S.791-809 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nazari, Mostafa) ORCID (Hashemi, Mohammad R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1867600
Schlagwörter	Action Research; Coeducation; Educational Change; School Policy; Transformative Learning; Cultural Context; Course Descriptions; Barriers; Student Adjustment; Gender Differences; Social Status; Career Development; Futures (of Society); Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Student Attitudes; Teacher Attitudes; Language Teachers; Secondary School Students; Single Sex Schools; Iran + Suchen Sie Ihr Suchwort? Projektforschung; Koedukation; Bildungsreform; Schulpolitik; Pädagogische Transformation; Kursstrukturplan; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Geschlechterkonflikt; Sozialer Status; Berufsentwicklung; Future; Society; Zukunft; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Lehrerverhalten; Language teacher; Sprachunterricht; Sekundarschüler; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule
Abstract	The present action-research study explored the experience of a co-educational class in a context where it was a total educational novelty. Generating data from a number of sources before, during, and after the course, the study portrays how the participants experienced initial challenges followed by mutual adaptability toward the end of the course. The findings of the study indicate how the experience has been culturally emancipatory with regard to bringing about reorientations in the learners' perceptions about the other gender. Particularly, the findings showed that the learners gradually developed a perceptual understanding regarding the social status of the other gender, mediated by the opportunities provided during the course that facilitated developing such an understanding. The study also demonstrates that the experience of this action-research study brought about relevant changes in the policies of the school and its transformational potentials for the participating learners' future careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01