Session Information
27 SES 08 A, Gender and Didactics: From Curricula to Classroom Practices
Symposium
Contribution
Gender and Didactics: From Curricula to Classroom Practices
Submitted by : Ingrid Verscheure & Chantal Amade-Escot
Université Toulouse Jean Jaurès, France
ingrid.verscheure@univ-tlse2.fr - chantal.amade-escot@univ-tlse2.fr
Abstract: Over the past years an increasing volume of research in various school subjects have recognised that pedagogical practices reproduce gendered aspects of the cultural heritage of societies. Most of this research was conducted against the background of sociology, psychology, or curriculum studies. Very little research focused on the didactical dimension of the practices in relation to the content to be taught and the content really learned. On the other hand, national curricula or national standards over Europe encourage teachers to equally consider girls and boys in the day-to-day practices and give thus, some guidelines to provide a more inclusive pedagogy. Within the EERA network 27, recent symposia or workshops in Porto and Budapest (Taylor, 2014, 2015) opened new reflections about gender issues in teaching and learning subject didactics. Following the line opened by these works, the present symposium focuses on the idea that didactic research should consider in-depth how gendered content is brought into play from the curriculum text to the enacted curriculum. Its purpose is to examine the extent to which gender issues are addressed at the knowledge content level in various subject didactics, various countries, and various level of the schooling system. The four contributions of this symposium focus on (1) how curricula problematize the issue of gender in relation with the content to be taught, (2) how textbooks as teachers’ resources address gender issues, and (3) how teachers deal with that issue in classroom practices or in teacher education. The symposium aims at opening a discussion to address the challenge for change for more inclusive approaches of teaching and learning subject contents and their studying through didactics research.
References
Andersson, K., Hussénius, A., & Gustafsson, C. (2009). Gender theory as a tool for analyzing science teaching. Teacher and Teaching Education, 25(2), 336–343 Amade-Escot, C., Elandoulsi, S., Verscheure, I. (2015). Physical Education in Tunisia: Teachers' Practical Epistemology, Students’ Positioning and Gender Issues. Sport, Education and Society, http://dx.doi.org/10.1080/13573322.2014.997694 Collet, I. (2014). Lutter contre l'influence du genre sur les orientations scientifiques et techniques : de grands progrès et depuis ? In S. Sinigaglia (Ed.), Enfance et genre, (pp. 177-190). Nancy: PUN. Lebeaume J. (2014). L’enseignement ménager en France 1880-1980 Sciences et techniques au féminin. Rennes: Presses Universitaires de Rennes. Taylor, C. A. (2013). Objects, bodies and space: gender and embodied practices of mattering in the classroom. Gender and Education, 25(6), 688-703. Verscheure, I. & Amade-Escot, C. (2007). The gendered construction of physical education content as the result of the differentiated didactic contract. Physical Education and Sport Pedagogy, 12(3), 245-272.
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