Literaturnachweis - Detailanzeige
Autor/inn/en | Cubero, Mercedes; Santamaría, Andrés; Rebollo, Mª Ángeles; Cubero, Rosario; García, Rafael; Vega, Luisa |
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Titel | Teachers Negotiating Discourses of Gender (In) Equality: The Case of Equal Opportunities Reform in Andalusia |
Quelle | In: Gender and Education, 27 (2015) 6, S.635-653 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0954-0253 |
DOI | 10.1080/09540253.2015.1083947 |
Schlagwörter | Sex Fairness; Coeducation; Personal Narratives; Secondary School Teachers; Foreign Countries; Sociocultural Patterns; Equal Opportunities (Jobs); Gender Differences; Conflict; Discourse Analysis; School Culture; Secondary School Students; Teacher Attitudes; Qualitative Research; Group Discussion; Spain (Andalusia) Sexualaufklärung; Koedukation; Erlebniserzählung; Ausland; Soziokulturelle Theorie; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Geschlechterkonflikt; Konflikt; Diskursanalyse; Schulkultur; Schulleben; Sekundarschüler; Lehrerverhalten; Qualitative Forschung; Gruppendiskussion |
Abstract | This article is focused on the analysis of the narratives produced by a group of teachers, experts in coeducation, while they were discussing their everyday activities. They are responsible for the implementation of a Plan for Gender Equality in public secondary schools in Andalusia (Spain). This study is based on contributions about doing gender view, according to which gender is not an attribute of individuals, but a way of making sense of interactions and practising a complex system as functioning on three levels: sociocultural, interactional, and individual. We use these levels to understand gender culture in schools through teachers' discourse. Our interest lies particularly in the meanings, contradictions, difficulties, and conflicts experienced by expert teachers in co-education. Our study was based on group discussions with teachers in charge of the plan for equal opportunities between women and men in school settings. Results show teachers' conflicts about meanings and how they are supposed to apply the Equality Plan. We observed interactional levels during these conflicts and analysed how teachers construct and validate their discourse. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |