Session Information
19 SES 08, Parallel Paper Session
Paper Session
Contribution
This paper reports from one school in an ongoing ethnographic study of gender and achievement in Swedish upper secondary schools (Achievement and gender. On teaching, youth groups and local conditions, Funded by the Swedish Research Council, 2011-2013). The study takes as a starting point gender differences in achievement and the proposed dissociation between hegemonic masculinities young and school work in previous research, and emphasizes that these relations need to be analyse the local context. The specific aim of this paper will be to explore achievement, gender and classroom practices in an upper secondary school in a rural de-populated area. The analysis is based on Apple (2000) and Bernstein (2000, 2003) and the concepts of official knowledge, pedagogic device, distributive rules, recontextualizing rules (… the rules which constitute pedagogic discourse, Bernstein, 2003, p 184) and evaluative rules. The rules structure the different power relations between social groups by legitimizing and distribute various forms of knowledge in order to constitute the conditions for construction of meaning, identity and classroom practice. The rules also determine who has the power to construct the pedagogical discourse at the local school. Teachers' own planning, working materials, tests and skills related to the community outside the school (local context) will be articulated through the pedagogical discourse and related to classroom practice. With these concepts I will analysis the regulation of consciousness in classroom, subject positions and gender identities, construction of official and legitimized (local school) knowledge and what's happen in the classroom practice?
Method
Expected Outcomes
References
Francis, Becky. (2009). The role of The Boffin as abject Other in gendered performances of school achievement, the Sociological Review, 57(4), 645-669. Jackson, Caroline. (2010). ’I’ve been sort of laddish with them .. one of the gang’: teachers’ perceptions of ’laddish’ boys and how to deal with them. Gender and Education, 1-16. Jeffrey, Bob and Troman, Geoff (2004) Time for ethnography. British Educational Research Journal, 30(4), pp. 535–548. Phoenix, Ann. (2003). Neoliberalism and masculinity. Racialization and the contradictions of schooling for 11- to 14-year-olds. Youth & Society, 37 (2), 227-246. Willis, Paul E. (2000). The ethnographic imagination. Malden, Mass.: Polity Press Wolcott, Harry F. (2008). Ethnography: a way of seeing. 2. ed. Lanham, Md: Altamira Press
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