Breaking the Gender Binary: Using Fairytales to Transform Playground Possibilities for Year 3 Girls

Autor/in	Spears, Gabrielle Katie
Titel	Breaking the Gender Binary: Using Fairytales to Transform Playground Possibilities for Year 3 Girls
Quelle	In: Education 3-13, 49 (2021) 6, S.674-687 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1767673
Schlagwörter	Fairy Tales; Gender Differences; Females; Ethnography; Cultural Pluralism; Elementary School Students; Socialization; School Role; Social Change; Learning Experience; Social Justice; Sex; Foreign Countries; Teaching Methods; Student Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Geschlechterkonflikt; Weibliches Geschlecht; Ethnografie; Kulturpluralismus; Socialisation; Sozialisation; Sozialer Wandel; Lernerfahrung; Soziale Gerechtigkeit; Geschlecht; Geschlechtsverkehr; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten
Abstract	This critical, ethnographic action research project presents the heavily gendered playground interactions between 14 girls and 16 boys at a state funded, mixed-sex, multicultural primary school in the heart of London. Through casting a critical eye on the notion of spatiality and human territoriality and the role in which schools play when creating prescriptive socialising spaces, I aim to transform social possibilities for the majority of girls and some boys in my sample size of 30. I construct an immersive, age-appropriate, fairytale-inspired experience that seeks to subvert the 'typical' gender binary and attain social justice for those who feel ostracised in this communal socialising space on account of biological sex. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01