Contribution
Description: The individual builds an identity through the whole contextual influences: cultural, societal, social, family, school, media. The values transmitted in the family context determine, already strongly, the individual. The school context also takes part in this process of socialization. Up to what point can one allow the individuals during this period of socialization to take distance toward the awaited roles? Beyond the stereotypes related to the sex, what are the common denominators of the whole social representations conveyed and reinforced within the school context? Which role plays the teacher? Can we highlight behavioural elements (verbal or non verbal) in the professional act of the teacher which take part to support or to attenuate the social reproduction of the stereotypes? Is the "leadership" of the teacher sufficiently significant to inflect pupils' life courses?
The search for proximal variables implies to study the environment close to the individual, the subject being a child evolving/moving within a classroom (environment chosen for research). The exploratory phase will imply:
- At the image of research undertaken in the family context by R. Bradley and B Caldwell: The Home Observation for Measurement of the Environment (HOME) inventory. It will be a question of exploiting a similar approach in the context of the classroom with an aim of quantifying and of comparing the objects put in the presence of the pupils according to their source (institution, teacher, pupil itself) and of determining the impact of it through their connotation (example of books that privilege the male role).
- In second, a questionnaire will be submitted to teachers of the canton of Vaud which aims at highlighting the degree of adhesion to the stereotypes which concern questions about: ethnical, gender and social classes considerations
- The following stages will treat observation of the interactions teacher-pupil and questioning certain significant teachers on their personal course. The goal is to answer the question: which is the role of the teachers as vehicles of the social stereotypes inserted in the school context?
Presentation of the progress achieved, description of the privileged theoretical framework, demonstration of the need for such a research (within sight of the permanent changes of the teaching approaches which aims at optimizing the quality of teaching, it seems relevant to be able to provide, within the framework of the teacher's training, indicators on the conscious or unconscious gestures acting on the reproduction of the awaited social roles, to develop the consciousness of the problematic about stereotypes and the reflexive practice) and discussion on the methodological axis to privilege. At last, I will present the collected raw data and the options of analysis taken.
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