Gender Power in Elite Schools: Methodological Insights from Researcher Reflexive Accounts

Autor/inn/en	Forbes, Joan; Weiner, Gaby
Titel	Gender Power in Elite Schools: Methodological Insights from Researcher Reflexive Accounts
Quelle	In: Research Papers in Education, 29 (2014) 2, S.172-192 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2013.767369
Schlagwörter	Gender Differences; Foreign Countries; Reflection; Teacher Attitudes; Educational Policy; Equal Education; Public Policy; Private Schools; Governance; Power Structure; Ethnography; Case Studies; Documentation; Content Analysis; Interviews; Questionnaires; Sex Role; Social Influences; Political Influences; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Ausland; Lehrerverhalten; Politics of education; Bildungspolitik; Öffentliche Ordnung; Private school; Privatschule; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Ethnografie; Case study; Fallstudie; Case Study; Dokumentation; Inhaltsanalyse; Interviewing; Interviewtechnik; Fragebogen; Geschlechterrolle; Sozialer Einfluss; Political influence; Politischer Einfluss
Abstract	The main task of this paper is to understand the methodological insights from researchers' reflexive accounts about the production of gender in the specific practices of three Scottish elite schools. Accordingly, the paper poses three questions: How is gender re/constructed through the specific practices of these elite schools? What insights into these specific school gender regimes are offered in researchers' reflexive accounts? What methodological insights are gained for future such studies? The paper opens with a discussion of gender policy in Scotland which suggests that the country's policy and governance take little account of gender, equality and in/exclusion issues, in particular their intersectional nature. The methodology for the wider study from which this paper emerges is then outlined followed by the methodology for this researcher reflexive sub-study. Then, the data relating to the three schools' gender practices' regimes and the researchers' reflexive data are presented and analysed. The paper concludes by delineating a number of important gender power issues which the researcher reflexive accounts highlight and argues that the insights thus gained will aid the development of gender and power sensitive methodology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10