Struggles to Subvert the Gendered Field: Issues of Masculinity, Rurality and Class

Autor/inn/en	Keddie, Amanda; Mills, Carmen; Mills, Martin
Titel	Struggles to Subvert the Gendered Field: Issues of Masculinity, Rurality and Class
Quelle	In: Pedagogy, Culture and Society, 16 (2008) 2, S.193-205 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Masculinity; Social Class; Rural Schools; Foreign Countries; Femininity; Poverty; Elementary School Teachers; Gender Bias; Resistance (Psychology); Social Justice; Teacher Attitudes; Interviews; Australia + Suchen Sie Ihr Suchwort? Männlichkeit; Social classes; Soziale Klasse; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Femaleness; Weiblichkeit; Armut; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterstereotyp; Resistenz; Soziale Gerechtigkeit; Lehrerverhalten; Interviewing; Interviewtechnik; Australien
Abstract	This article explores the complex struggles associated with intersections of class, rurality and masculinity, and the ways in which such intersections work to preserve a gendered status quo within and beyond school communities in Australia. Drawing on the stories of Monica and Phoebe, two teachers who understand schooling as a site of contestation, resistance and possibility for gender justice, the article draws on the theoretical constructs of Bourdieu to make visible the struggles for power arising from the gendered distribution of capital in schools located in low socio-economic rural communities. In making sense of these struggles, we identify strategies of conservation that seek to reinscribe gender inequities and preserve the field and the taken-for-granted understandings of females and femininity as subordinate to males and masculinity within it. We also identify pedagogies of subversion employed by Phoebe and Monica and highlight the potential of these practices to disrupt the field in ways that seek to broaden and transform the gendered habitus of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10