In this presentation we highlight the effects of a longitudinal participatory intervention research whose purpose is to address sex stereotypical representations at preschool level. We present an ongoing double-level research: 1) at a micro-level within a ‘Gender and Didactics’ approach, we mobilize the ‘joint action in didactics’ analytical framework and the concept of ‘epistemic gender positioning’ as a means to describe the dynamics of the differential didactic contract among students (Amade-Escot, 2019; Schubauer-Leoni, 1996; Verscheure, 2018; Verscheure & Barale, 2017; Verscheure & Debars, 2019; Vinson & Verscheure, 2018); 2) and the teachers and researchers relationships, the participatory intervention research articulates an analysis of the practices of teaching and learning aiming at struggling against gender inequalities ‘in the making of the class’. The overall purpose of this double-level research is to develop a strategy of accompanying teaching changes, particularly through teachers and researchers collaborative rethinking of learning environments.

The focus of the presentation is to look at the effects of the participatory intervention research on the actors (individual and collective); and to discuss the research approach in terms of: epistemology of research, type of collaboration and participation between teachers and researchers, and modes of production and restitution of knowledge (Aussel 2018; Verscheure & Aussel, 2017).

The participatory intervention research design associates 2 preschool teachers and ourselves, over a three year period in various subjects (philosophical debates, physical education, youth literature, etc.). The study was conducted in a primary school in 2 classes. Its aim is to investigate the process of supporting new forms of learning environments that enhance gender equality. In this presentation we focus on 2 teachers and their students (girls and boys) during two activities. For the presentation, the analysis is based on a specific pedagogical sequence (called ‘philosophical debates’) related to the recognition of sex-stereotyping. Its objective is to provide pupils ‘non-stereotyping’ experiences through discussion about sex-stereotyping. All lessons were co-constructed by the researcher and teachers; all were videotaped and debriefed after each one. The data analysis is based on the principles of didactical observation using videotapes of the lessons, ethnographical notes, and interviews with teacher and pupils (Verscheure & Amade-Escot, 2007).

The results show the positive effects of the longitudinal participatory intervention research, in particular the teachers and researchers’ collaboration and conceptualization of learning environments that enhance gender equality. Moreover, our research shows the need for "everyday" teachers and researchers’ collaboration: in the construction of specific pedagogical sequences, but also in their regular debriefing about the contents of knowledge. Furthermore, the ‘philosophical debates’ related to the ‘recognition of sex-stereotyping’ creates conditions for a transformation of the teaching practices, as well as a modification of students’ (boys and girls) gender representations.

Amade-Escot, C. (2019). Epistemic Gender Positioning: an Analytical Concept to (Re)Consider Classroom Practices within the French Didactique Research Tradition. In C. A. Taylor, C., A. Abbas & C. Amade-Escot (Eds.). Gender in Learning and Teaching: Feminist Dialogues across International Boundaries. London: Routledge, Francis and Taylor Aussel, L. (2018). Enjeux et tensions d’une recherche collaborative en contexte multi partenarial. Apports d’une recherche-intervention évaluative sur les processus collaboratifs. Phronesis. 7/1, p.45–58 http://id.erudit.org/iderudit/1044254ar Schubauer-Leoni, M.L. (1996). Etude du contrat didactique pour des élèves en difficulté en mathématiques. Problématique didactique et/ou psychosociale. In C. Raisky, et M. Caillot (Eds.) Au-delà des didactiques le didactique : débats autour de concepts fédérateurs (pp.159-189). Bruxelles: De Boëck, Perspectives en Education. Verscheure, I., (2018). Overcoming sex stereotyping in various subjects at primary school: learning from a longitudinal research intervention on ‘gender and didactics’. Colloque ECER Bolzano. 4-7 September 2018 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. Verscheure, I., Aussel, L. (2017). Genre et changement : une recherche en cours à double niveau. Séminaire interne entrée 4. 30 mars 2017. Verscheure, I., Barale, C. (2017). How collaborative research can enhance changes in teaching practices and gender equality in elementary school. A didactic analysis of a circus arts unit. In I., Verscheure, (2017). Symposium: Challenging gender order in PE classroom. Colloque AIESEP, November 2017. Pointe-à-Pitre, Guadeloupe. Verscheure, I., Debars, C. (2019). Student’s Gendered Learning in Physical Education: A didactic study of a French Multi-Ethnic Middle School in an Underprivileged Area. In C. A. Taylor, A. Abbas & C. Amade-Escot (Eds.). Gender in Learning and Teaching: Feminist Dialogues across International Boundaries. London: Routledge, Francis and Taylor. Vinson, M., Verscheure, I. (2018). Deconstructing and Challenging Sex-Stereotypes in Physical Education at French Preschool: The Beneficial Impact of an Emancipatory Didactical Design. ECER Bolzano, 4-7 September 2018