Gender-Segregated Spaces in Icelandic High Schools: Resistance, Power and Subjectification

Autor/in	Kjaran, Jón Ingvar
Titel	Gender-Segregated Spaces in Icelandic High Schools: Resistance, Power and Subjectification
Quelle	In: Gender and Education, 31 (2019) 8, S.1020-1039 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kjaran, Jón Ingvar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2017.1401046
Schlagwörter	Gender Differences; High School Students; Power Structure; LGBTQ People; Sanitary Facilities; Recreational Facilities; Ethnography; Self Concept; Foreign Countries; Clubs; Student Attitudes; Iceland + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sanitäre Einrichtung; Freizeiteinrichtung; Ethnografie; Selbstkonzept; Ausland; Club; Klub; Schülerverhalten; Island
Abstract	Organization of spaces in schools often revolves around gender and sexuality. For example, it has been reported that restrooms and locker rooms are the most heteronormative and heterosexist spaces within schools. Particularly within these spaces, hegemonic heterosexual masculinity/femininity is institutionalized, not only in the practices and individual performances, but also in the organization of these spaces. In that sense, the space of the restroom and the locker room is regulated and constructed on the basis of gender binaries, and as such, inscribes disciplinary power on those gendered bodies that do not conform to the hegemonic gender regime. For trans/transgender students and other gender-nonconforming students, these spaces have been experienced as hostile and problematic. The paper draws on ethnographic data from two Icelandic high schools and has the aim of moving the discussion about gender divided spaces (restrooms and locker/changing rooms) outside the sole emphasis on gender binaries by incorporating into the analysis identity categories based on sexuality and trans/transgender/gender-queer embodiment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01