Session Information
04 SES 14 B, Gender and Inclusion
Paper Session
Contribution
The main aim of the paper is to analyse methodological considerations relating to processes of production and exchange of gender knowledge. It draws on a research study into Scottish independent schooling (Forbes et al, 2008; Forbes and Weiner, 2008; Horne et al forthcoming; Lingard et al forthcoming). The question that frames this paper is: what are the effects for empirical research of the power/knowledge configurations in specific school gender discourse/practice regimes?
Our purpose is twofold: to explore the ways in which research and schooling may be gendered in/through their discourses and practices, and to inform the development and use of inclusive methodological approaches in future empirical research into in/exclusion in schools.
The paper opens by introducing the trajectory of gender policy in Scotland as a context for the analysis of the gendering of schooling that follows. It will be argued that gender issues are hidden in Scotland in the sense that the country’s policy and governance take little account of the equality issues, in particular their intersectional nature, thus producing an un-gendered, individualised child at the heart of schooling (Forbes, Öhrn & Weiner, 2011). The key theoretical concepts which frame the paper - gender, elites (Savage and Williams, 2008), and discourse/practices - are discussed together with the paper’s analytical framework of knowledge/power. Three school regimes are investigated and data gathered as well as researcher reflexive data, to investigate the effects of school gender regimes for research, in particular, in relation to access, power/knowledge, research relationships, and researcher identification and positioning (Gordon, 1980; Howard, 2008; Humes, 1986; Walford, 1994).
Method
Expected Outcomes
References
Bishop, R., & Glynn, T. (1999) Culture counts: Changing power relations in education. Palmerston North, New Zealand: Dunmore Press. Forbes, J., Öhrn, E., & Weiner, G. (2011) Slippage and/or symbolism: gender policy and educational governance in Scotland and Sweden. Gender and Education, page range tbc. Forbes, J. & Weiner, G. (2008) Understated powerhouses: Scottish independent schools, their characteristics and their power/knowledges. Discourse: Studies in the cultural politics of education. 29.4, 509-525. Forbes, J., Stelfox, K., Lingard, B., Weiner, G., Benjamin, S., Horne, J., & Baird, A. (2008) The Scottish Independent Schools Project. Applied Educational Research Scheme, Research Briefing Paper 5. Edinburgh: The University of Edinburgh. Foucault, M. (1972) The archaeology of knowledge and the discourse on language. New York: Pantheon. Gordon, C. (Ed.) (1980) Power/knowledge. Selected interviews and other writings 1972-1977. Brighton: Harvester. Horne, J., Lingard, B., Weiner, G., & Forbes, J. (under consideration for publication) Capitalizing on Sport: Sport, Physical Education and Multiple Capitals in Scottish Independent Schools. Howard, A. (2008) Learning privilege: Lessons of power and identity in affluent schooling. New York: Routledge. Humes, W. M. (1986) The leadership class in Scottish education. Edinburgh: John Donald. Lingard, B., Mills, M., & Weaver-Hightower, M.B. (under consideration for publication) Interrogating recuperative masculinity politics in schooling. Nisbet, J. & Broadfoot, P. (1980) The Impact of Research in Policy and Practice in Education. Aberdeen: Aberdeen University Press. Savage, M & Williams, K. (2008) Remembering elites. Oxford: Blackwell/The Sociological Review. Van Zanten, A. (2010) The sociology of elite education. In The Routledge International Handbook of the Sociology of Education, M. Apple, S. Ball & L.A. Gandin (Eds.) London: Routledge, pp329-339.Walford, G. (1994) Researching the powerful in education. London: UCL Press.
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