33 SES 01 B JS, Working Across Disciplines and Differences for Gender Justice: Methodological, theoretical and practical challenges for feminist educators Part 1
Joint Symposium NW 27 and NW 33 to be continued in 33 SES 02 B JS
In this paper I argue from a comparative didactics standpoint (Ligozat, Amade-Escot & Östman, 2015) that the concept of 'gender positioning' is a 'boundary object': first, among subject didactics and the studying of gender in teaching and learning specific contents; and second, among feminist communities of researchers, teacher educators and schoolteachers seeking gender justice in Education. Star and Griesemer (1989, p. 393) define the notion of 'boundary object' as 'those scientific objects, which both inhabit several intersecting social worlds (…) and satisfy the informational requirements of each of them'. Trompette and Vinck (2009) argue that a boundary object facilitates discussions among actors coming from different social worlds, who must find ways to coordinate activities despite maintaining their differences. In other words, boundary objects are vehicles for conversations across disciplinary boundaries (like subject didactics) and across research and practitioner communities. In the first part, I will discuss, within the French didactique tradition, the relevance of refining the concept of gender positioning to enhance interdisciplinary work across subject didactics. The major purpose of any subject didactics is generating knowledge designed to help educators tackle various inequalities when teaching specific knowledge. Nevertheless didactic research has for a long time been gender-blind (Amade-Escot, forthcoming). With the purpose of investigating students' knowledge constructions in classrooms, recent work has used the concept of 'positioning' to describe how gendered contents are enacted through didactical transactions. Positioning theory emerged in the 1980s in the field of social psychology and the area of gender studies (Davies & Harré, 1990). Extending the term to the teaching and learning of subject knowledge, the French didactique approach highlights that gendered learning is a by-product of teacher and students' joint action with regard to particular pieces of knowledge (Amade-Escot, forthcoming; Ligozat, 2011). Within this conceptual framework, 'gender positioning' should be understood as a knowledge-specific concept having generic potential across subject didactics. In the second part of the paper, I present some of the practical implications through examples of participatory action research and in initial teacher education. Drawing upon the notions of boundary crossing and boundary object in educational research (Akkerman & Bakker, 2011) I demonstrate that gender positioning is a fruitful means that facilitates the coordination of activities between researchers, teacher educators and schoolteachers. I argue that analysing the co-construction of knowledge and gender together through a positioning lens helps in developing inclusive pedagogies that promote gender sensitive classroom practices.
Akkerman S. F. & Bakker , A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132-169. Amade-Escot, C. (2018, Forthcoming). Gender Positioning: an Analytical Concept to (Re)Consider Classroom Practices within the French Didactique Research Tradition. In C. A. Taylor, C. Amade-Escot & A. Abbas (Eds.). Gender in learning and teaching: Feminist Dialogues across International Boundaries. London: Routledge, Francis and Taylor. Harré, R. (2004). Positioning Theory. www.massey.ac.nz/~alock/virtual/positioning.doc Davies, B. & Harré, R. (1990). Positioning: The Discursive Production of Selves. Journal for the Theory of Social Behavior, 20(1), 43-63. Ligozat, F. (2011). The Development of Comparative Didactics & Joint Action Theory in the Context of the French-speaking subject didactiques. Paper presented at ECER, Berlin, 13-16 September. http://archive-ouverte.unige.ch/unige:75023 Ligozat, F., Amade-Escot, C. & Östman, L. (2015). Beyond Subject Specific Approaches of Teaching and Learning: Comparative Didactics. Interchange: A Quarterly Review of Education, 46(4), 313-321. Star, S. L. & Griesemer, J. R. (1989). Institutional ecology, "translations" and boundary objects: Amateurs and professionals in Berkley's Museum of Vertebrate zoology, 1907-1939. Social Studies of Science, 19, 387-420. Trompette, P. & Vinck, D. (2009). Revisiting the notion of boundary object. Revue d'anthropologie des connaissances, 3(1), 3-25. (192)
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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