The SAGE Handbook of Gender and Education brings together leading scholars on gender and education to provide an up-to-date and broad-ranging guide to the field. It is a comprehensive overview of different theoretical positions on equity issues in schools. The contributions cover all sectors of education from early years to higher education; curriculum subjects; methodological and theoretical perspectives; and gender identities in education. Each chapter reviews, synthesises, and provides a critical interrogation of key contemporary themes in education. This approach ensures that the book will be an indispensable source of reference for a wide range of readers: students, academics and practitioners.
Chapter 31: Gendered Classroom Experiences
Gendered Classroom Experiences
Classroom-based studies have a long history in feminist research. A range of methodological and epistemological frameworks have been deployed to document and explore the gendered experiences of classroom life across nursery, infant and primary classrooms through to secondary, further and higher education classrooms. While some studies have focused exclusively on the gendered interactions within the classroom, from single qualitative case-studies to large-scale quantitative surveys, there is also a long tradition of ethnographic studies exploring the classroom as one site among many for school-based gendered experiences, via a range of multiple methods (diaries, biographical narratives, field notes, interviews, etc.). In their book, Feminism and the Classroom Teacher, Amanda Coffey and Sara Delamont (2000) comprehensively summarize the symbiotic relationship between different gender/feminist ...