Dealing with Gender in the Classroom: A Portrayed Case Study of Four Teachers

Autor/inn/en	Giraldo, Elida; Colyar, Julia
Titel	Dealing with Gender in the Classroom: A Portrayed Case Study of Four Teachers
Quelle	In: International Journal of Inclusive Education, 16 (2012) 1, S.25-38 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603110903518216
Schlagwörter	Portraiture; Preschool Children; Preschool Teachers; Gender Issues; Case Studies; Preschool Education; Early Childhood Education; Sexual Identity; Teacher Attitudes; Sex Stereotypes; United States + Suchen Sie Ihr Suchwort? Abbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Geschlechterfrage; Case study; Fallstudie; Case Study; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Geschlechtsidentität; Sexuelle Identität; Lehrerverhalten; USA
Abstract	This paper emerges from a qualitative case study that takes place in a US preschool setting and explores teachers' influences on the construction of children's gender identities. According to postmodern theories of gender, identity is constructed and constituted through social interactions and performances. This study focuses on the gender identities constructed as preschool teachers and students interact and learn. In this "portrayed case study", we combine the methodological elements of case study and portraiture. Portraiture methods enhance the traditional case study process, authorising a more considered presentation of participants and context. Four teachers at one preschool setting are portrayed. Some of the findings include the teachers' awareness of the importance of their interactions with students and the impact they have on students' gender performances. We also suggest that teachers need more resources and self-awareness regarding their own gender performances; teachers' self-knowledge may be important in disrupting gender-stereotyped teaching and social constructions, and in creating more inclusive learning spaces for all students. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10