Girls in primary school science classrooms

theorising beyond dominant discourses of gender

Cleti Cervoni, Gabrielle Ivinson

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on sociocultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom interaction, gender comes into view in a variety of ways and not only via dominant discourses. Focused observations and interviews were carried out in Year 3 primary school science classrooms in four schools in the UK and the USA (children aged 7 and 8 years). The paper suggests how teachers can work with gender to open up new spaces in primary science classrooms for girls. This remains a priority irrespective of the contemporary anxieties around boys’ achievement if girls are to grow up feeling that science is a legitimate arena in which to participate.
Original languageEnglish
Pages (from-to)461-475
Number of pages15
JournalGender and Education
Volume23
Issue number4
DOIs
Publication statusPublished - Feb 2011

Fingerprint

primary school
classroom
discourse
gender
science
historical analysis
anxiety
teacher
interaction
interview
school

Cite this

Girls in primary school science classrooms : theorising beyond dominant discourses of gender. / Cervoni, Cleti; Ivinson, Gabrielle.

In: Gender and Education, Vol. 23, No. 4, 02.2011, p. 461-475.

Research output: Contribution to journalArticle

Cervoni, Cleti ; Ivinson, Gabrielle. / Girls in primary school science classrooms : theorising beyond dominant discourses of gender. In: Gender and Education. 2011 ; Vol. 23, No. 4. pp. 461-475.
@article{533b9ddef90044c8801523786ad6b274,
title = "Girls in primary school science classrooms: theorising beyond dominant discourses of gender",
abstract = "The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on sociocultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom interaction, gender comes into view in a variety of ways and not only via dominant discourses. Focused observations and interviews were carried out in Year 3 primary school science classrooms in four schools in the UK and the USA (children aged 7 and 8 years). The paper suggests how teachers can work with gender to open up new spaces in primary science classrooms for girls. This remains a priority irrespective of the contemporary anxieties around boys’ achievement if girls are to grow up feeling that science is a legitimate arena in which to participate.",
author = "Cleti Cervoni and Gabrielle Ivinson",
year = "2011",
month = "2",
doi = "10.1080/09540253.2010.506868",
language = "English",
volume = "23",
pages = "461--475",
journal = "Gender and Education",
issn = "0954-0253",
publisher = "Routledge",
number = "4",

}

TY - JOUR

T1 - Girls in primary school science classrooms

T2 - theorising beyond dominant discourses of gender

AU - Cervoni, Cleti

AU - Ivinson, Gabrielle

PY - 2011/2

Y1 - 2011/2

N2 - The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on sociocultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom interaction, gender comes into view in a variety of ways and not only via dominant discourses. Focused observations and interviews were carried out in Year 3 primary school science classrooms in four schools in the UK and the USA (children aged 7 and 8 years). The paper suggests how teachers can work with gender to open up new spaces in primary science classrooms for girls. This remains a priority irrespective of the contemporary anxieties around boys’ achievement if girls are to grow up feeling that science is a legitimate arena in which to participate.

AB - The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on sociocultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom interaction, gender comes into view in a variety of ways and not only via dominant discourses. Focused observations and interviews were carried out in Year 3 primary school science classrooms in four schools in the UK and the USA (children aged 7 and 8 years). The paper suggests how teachers can work with gender to open up new spaces in primary science classrooms for girls. This remains a priority irrespective of the contemporary anxieties around boys’ achievement if girls are to grow up feeling that science is a legitimate arena in which to participate.

U2 - 10.1080/09540253.2010.506868

DO - 10.1080/09540253.2010.506868

M3 - Article

VL - 23

SP - 461

EP - 475

JO - Gender and Education

JF - Gender and Education

SN - 0954-0253

IS - 4

ER -