School curriculum as developmental resource

gender and knowledge

G Ivinson

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter can be located in the growing literature on relational approaches to human development. It argues that school curricula provide cultural resources that act as staging posts for children and young people en route to adulthood. Learning involves demonstrating legitimate practices that are congruent with the codes (Bernstein, 1996) of the subject discipline. Subject disciplines can be viewed as cultural streams with long or short historical roots. A relational approach to development recognises that in order to achieve a sense of forward movement young people draw on the culturally available resources to represent change. Curricular subjects provide socio-cultural resources and clues about learning and about development. Historical legacies intermesh gender with subject knowledge. The paper investigates classrooms as semiotic fields with a range of linguistic and non-linguistic signifiers. Material objects help to fix and fasten socio-historical cultural flows which become available as resources for social actors. The way they use objects (symbolic and material) can help students to imagine forward trajectories in the subject world and they can also create barriers depending on how and whether or not the gender valence of an object is recognised by self and others. This paper focuses on ethnographic work in year 8 (students aged 12/13 years) in single-sex Drama classes in a comprehensive secondary school. It demonstrates how gender emerged in classroom practice and how boys and girls recognised, accessed and used different kinds of semiotic assemblages and how some students achieved a sense of forward movement yet failed to learned, while others learned yet failed to see themselves as competent social actors.
Original languageEnglish
Title of host publicationChildren, Development and Education
Subtitle of host publicationCultural, Historical, Anthropological Perspectives
EditorsMichalis Kontopodis, Christoph Wulf, Bernd Fichtner
Place of PublicationNew York
PublisherSpringer
Pages151-164
Number of pages14
ISBN (Electronic)978-94-007-0243-1
ISBN (Print)978-94-007-0242-4
DOIs
Publication statusPublished - 1 Apr 2011

Fingerprint

curriculum
gender
social actor
semiotics
resources
school
classroom
comprehensive school
student
staging
drama
adulthood
learning
secondary school
linguistics
knowledge
literature

Cite this

Ivinson, G. (2011). School curriculum as developmental resource: gender and knowledge. In M. Kontopodis, C. Wulf, & B. Fichtner (Eds.), Children, Development and Education: Cultural, Historical, Anthropological Perspectives (pp. 151-164). New York: Springer . https://doi.org/10.1007/978-94-007-0243-1_10

School curriculum as developmental resource : gender and knowledge. / Ivinson, G.

Children, Development and Education: Cultural, Historical, Anthropological Perspectives. ed. / Michalis Kontopodis; Christoph Wulf; Bernd Fichtner. New York : Springer , 2011. p. 151-164.

Research output: Chapter in Book/Report/Conference proceedingChapter

Ivinson, G 2011, School curriculum as developmental resource: gender and knowledge. in M Kontopodis, C Wulf & B Fichtner (eds), Children, Development and Education: Cultural, Historical, Anthropological Perspectives. Springer , New York, pp. 151-164. https://doi.org/10.1007/978-94-007-0243-1_10
Ivinson G. School curriculum as developmental resource: gender and knowledge. In Kontopodis M, Wulf C, Fichtner B, editors, Children, Development and Education: Cultural, Historical, Anthropological Perspectives. New York: Springer . 2011. p. 151-164 https://doi.org/10.1007/978-94-007-0243-1_10
Ivinson, G. / School curriculum as developmental resource : gender and knowledge. Children, Development and Education: Cultural, Historical, Anthropological Perspectives. editor / Michalis Kontopodis ; Christoph Wulf ; Bernd Fichtner. New York : Springer , 2011. pp. 151-164
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