Published April 25, 2008
| Version 2092
Journal article
Open
Gendered Power Relations in the School:Construction of Schoolgirl Femininities in a Turkish High School
Creators
Description
In this paper our aim is to explore the construction of schoolgirl femininities, drawing on the results of an ethnographic study conducted in a high school in Ankara, Turkey. In this case study which tries to explore the complexities of gender discourses, we were initially motivated by the questions that have been put forward by critical and feminist literature on education which emphasize the necessarily conflicting and partial nature of both reproduction and resistance and the importance of gendered power relations in the school context. Drawing on this paradigm our research tries to address to a more specific question: how are multiple schoolgirl femininities constructed within the context of gendered school culture, and especially in relation to hegemonic masculinity? Our study reveals that the general framework of multiple femininities is engendered by a tension between two inter-related positions. The first one is different strategies of accommodation and resistance to the gender-related problems of education. The second one is the school experience of girls which is conditioned by their differential position vis-à-vis the masculine resistance culture that is dominant in the school.
Files
2092.pdf
Files
(131.7 kB)
| Name | Size | Download all |
|---|---|---|
|
md5:00542031a3e47ccc6c733bbbcccc0c89
|
131.7 kB | Preview Download |
Additional details
References
- H. A. Giroux, Ideology, Culture & Process of Schooling, Philadelphia, Temple University Press, 1981.
- H. A. Giroux, Theory, Resistance and Education, South Hadley, Mass, Bergin and Garvey, 1983.
- H. A. Giroux and P. McLaren, Critical Pedagogy, the State & Cultural Struggle, Albany, State University of New York, 1989.
- B. Kanpoll, Critical Pedagogy: An Introduction, Westport:Bergin & Garvey, 1999.
- P. McLaren, Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education, NY & London, Longman, 1989.
- M. Arnot, Class, Gender and Education, UK: Open University Press, 1981.
- M. Arnot, "Male Hegemony, social Class and women-s education", Journal of Education, no.16, pp.64-89, 1982.
- P. Bourdieu and P. Passeron, Reproduction in Education: Society and Culture London and Beverly Hills:Sage Publications, 1977.
- S. Kessler, D. J. Ashenden, R.W. Connell and G. W. Dowsett, "Gender Relations in Secondary Schooling", Sociology of Education, vol.58, pp.34-48, January 1985. [10] A. Jones, "Becoming a ÔÇÿgirl-: post-structuralist suggestions for educational research", Gender and Education, no.5, pp.157-166, 1993. [11] B. Francis, "Modernist reductionism or post-structuralist relativism: can we move on? An evaluation of the arguments in relation to feminist educational research", Gender and Education, no.11, pp.381-394, 1999. [12] D. Reay, " ÔÇÿSpice girls, ÔÇÿNice girls-, and ÔÇÿTomboys-: gender discourses, girls- cultures and femininities in the primary classroom, Gender and Education, vol.13, no.2, pp.153-166, 2001. [13] R. W. Connell, Masculinities, St Leonards NSW, Australia: Allen and Unwin, 1995. [14] D. Youdell, "Wounds and reinscriptions: schools, sexualities and performative subjects", Discourse, no.24 (4), pp.477-494, 2004. [15] D. Youdell, "Sex-gender-sexuality: how sex, gender and sexuality constellations are constituted in secondary schools", Gender and Education, vol.17, no.3, pp.249-270, August 2005. [16] J. Larkin, "Walking through walls: The sexual harassment of high school girls", Gender and Education, vol.6, Issue 3, pp.263-282, 1994. [17] N. Duncan, (1999) Sexual Bullying: Gender Conflict & Pupil Culture in Secondary Schools London, New ,York: Routledge, 1999. [18] E. Lahelma, "Gendered Conflicts in Secondary School: fun or enactment of power?", Gender and Education, vol.14, no.3, pp.295-306, 2002. [19] E. Debardieux, C. Blaya and D. Vidal, Tackling Violence in schools: A Report from France, in . P. K. Smith, (Ed.) Violence in schools: the response in Europe, London: RoutledgeFalmer, 2003. [20] A. Osler and K. Vincent, (Eds) Girls and Exclusion: rethinking the agenda, London: Routledge Falmer, 2003. [21] A. Osler, "Excluded girls: interpersonal, institutional and structural violence in schooling", Gender and Education, vol.18, no.6, pp571-589, November 2006. [22] M. Dunne, S. Humphreys and F. Leach, "Gender violence in schools in the developing world", Gender and Education, vol.18, no.1, pp.75-98, January, 2006. [23] V. Walkerdine, Schoolgirl fictions, London: Verso, 1990. [24] E. Renold, "ÔÇÿSquare-girls-, Femininity and the Negotiation of Academic Success in the Primary School", British Educational Research Journal, vol.27, no.5, pp.577-587, 2001. [25] E. Renold and A. Allan, "Bright and Beautiful: High achieving girls, ambivalent femininities, and the feminization of success in the primary school", Discourse: studies in the politics of education, vol.27, no.4, pp, 457-473, December 2006. [26] S. Lees, Sugar and Spice: sexuality and adolescent girls, London: Penguin, 1993. [27] D. Epstein and R. Johnson, Schooling Sexualities, Buchingam, Open University Press, 1998. [28] S. Aapola, M. Gonick and A. Harris, Young Femininity: girlhood, power and social change, New York: Palgrave Macmillan, 2005. [29] V. Walkerdine, Daddy-s Girl: young girls and popular culture, London: Macmillan, 1997. [30] M. Arnot, M. David and G. Weiner, Closing the Gender Gap: post-war education and social change, Cambridge, UK: Polity Press, 1999. [31] M. W. Apple, Educating the ÔÇÿRight- Way: markets, standards, God, and inequality, New York: Routledge, 2001. [32] D. Epstein, J. Elwood, V. Hey, and J. Maw (Eds) Failing Boys?: Issues in Gender and Achievement, Buckingham, Open University Press, 1998. [33] B. Francis, Not/knowing their place: girls- classroom behaviour, in G. Lloyd (Ed.), Problem Girls: Understanding and Supporting troubled and troublesome girls and young women, pp.9-22, Abingdon, UK: RoutledgeFalmer, 2005. [34] H. Lee, Critical Social Research, London: Unwin Hyman, 1990. [35] L. Stone, "Feminist Educational Research and Issue of Critical Sufficiency" .In Critical Theory and Educational Research, P. B. McLaren and J. M. Giarelli (Eds.), State University of New York Press, 1995, p.145-162. [36] P. Brady, "Jocks, Teckers, and Nerds: The role of the adolescent peer group in the formation and maintenance of secondary school institutional culture", Discourse: studies in the cultural politics of education, vol.25, no.3, pp. 351-364, 2004. [37] D. Jackson, "Breaking out of the binary trap: boys- underachievement, schooling and gender relations, in D. Epstein, J. Elwood, V. Hey, and J. Maw (Eds) Failing Boys?: Issues in Gender and Achievement, Buckingham, Open University Press, 1998. [38] J. Kenway, Foreword in : A. Osler, & K. Vincent (Eds) Girls and Exclusion: rethinking the agenda, London: Routledge Falmer, 2003. [39] A. Harris, Introduction, In A. Harris (Ed.), All About the girl: Culture, power, and identity, pp.xvii-xxv, New York: Routledge, 2004. [40] G. Lloyd (Ed.), Problem Girls: Understanding and Supporting troubled and troublesome girls and young women, pp.9-22, Abingdon, UK: Routledge Falmer, 2005. [41] K. H. Robinson, "Class-Room discipline: power, resistance and gender: A look at teacher perspective", Gender and Education, vol.4, issue.3, pp.273-288, 1992.