Teacher Stories of Collusion and Transformation: A Feminist Pedagogical Framework and Meta-Language for Cultural Gender Justice

Autor/in	Keddie, Amanda
Titel	Teacher Stories of Collusion and Transformation: A Feminist Pedagogical Framework and Meta-Language for Cultural Gender Justice
Quelle	In: Journal of Education Policy, 23 (2008) 4, S.343-357 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Social Justice; Feminism; Cultural Pluralism; Foreign Countries; Gender Issues; Secondary School Teachers; Teaching Methods; Teacher Student Relationship; Cultural Influences; Equal Education; Thinking Skills; Knowledge Level; Educational Environment; Social Influences; Student Behavior; Behavior Problems; Social Attitudes; Student Diversity; Secondary School Students; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Feminismus; Kulturpluralismus; Ausland; Geschlechterfrage; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural influence; Kultureinfluss; Denkfähigkeit; Wissensbasis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialer Einfluss; Student behaviour; Schülerverhalten; Social attidude; Soziale Einstellung; Sekundarschüler; Australien; Großbritannien
Abstract	This article examines data from two different studies concerning issues of social justice, gender and schooling and specifically the practices of secondary teachers, "Mr B", a teacher from a school in Tasmania, Australia, and "Mr C", a teacher from a school in Bedfordshire in the United Kingdom. Both teachers' practices and relationships with students are analysed within a feminist interpretation of the Productive Pedagogies model of quality teaching and learning. The two different stories are presented as juxtapositions that serve to illuminate the capacities of pedagogy to, on the one hand, work in ways likely to re-inscribe the discourses of entitlement and privilege that perpetuate cultural gender injustice, and on the other, transform these discourses towards more equitable and just networks of multiple and intersecting differences. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10