Walls, Seats and the Gymnasium: A Social-Material Ethnography on Gendered School Space in an Icelandic Compulsory School

Autor/inn/en	Þrastardóttir, Bergljót; Jóhannesson, Ingólfur Ásgeir; Lappalainen, Sirpa
Titel	Walls, Seats and the Gymnasium: A Social-Material Ethnography on Gendered School Space in an Icelandic Compulsory School
Quelle	In: Ethnography and Education, 16 (2021) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Þrastardóttir, Bergljót) ORCID (Jóhannesson, Ingólfur Ásgeir) ORCID (Lappalainen, Sirpa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2019.1698306
Schlagwörter	Gender Differences; Ethnography; Grade 8; Grade 9; Secondary School Students; Educational Environment; Educational Practices; Masculinity; Power Structure; Athletics; Team Sports; Educational Policy; Foreign Countries; Stimuli; Classroom Environment; Recreational Facilities; Iceland + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Ethnografie; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Männlichkeit; Leichtathletik; Mannschaftssport; Politics of education; Bildungspolitik; Ausland; Anreizsystem; Klassenklima; Unterrichtsklima; Freizeiteinrichtung; Island
Abstract	This article focuses on how students make use of different spaces in one compulsory school in Iceland and how gender is produced through activities in these spaces. Ethnographic fieldwork was conducted for three months in 2016 among 8th and 9th graders at one public school in Iceland. Our analysis is based on poststructural and material theorisation in a country with one of the most progressive curricula in the world. It indicates that the school environment favours dividing practices between boys and girls in both overt and subtle ways, with a relative lack of resistance to gender division. The division and gender order are maintained through discourse and practices that support particular forms of masculinity with an emphasis on athletic embodiment and sports knowledge. This gender division affects power relations in the classroom, hindering the facilitation of gender-inclusive environments and gender-sensitive practices that are obligatory in Icelandic education policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01