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>Influence of teacher-student interactions on kindergarten children's developing gender identity within the Pakistani urban classroom culture
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Influence of teacher-student interactions on kindergarten children's developing gender identity within the Pakistani urban classroom culture
In the current global push to explore the diverse and complex ways in which the school culture contributes to the shaping of young children's gender identity, early childhood teachersâ role in this process is an area of concern which has received limited attention. Furthermore, the schooling experiences of early years children in developing world contexts such as Pakistan remain largely absent. As such, this article discusses findings from a study investigating the role of women teachersâ practice in the construction of children's gender identities in the kindergarten classroom culture of one urban coâeducation school in the highly genderâsegregated Pakistani context. Seven teachers and approximately 120 children were involved. Data collection included teacher interviews and observations of teaching practice. Data were qualitatively and quantitatively analysed. The complex and dynamic nature of the gendered classroom culture reflected the teachersâ active perpetuation of the dominant patriarchal ideologies in their practice. However, their practice also presented possibilities for change in unconscious and, occasionally, conscious attempts to push gender boundaries towards more equitable gender relationships. The teachersâ gendered practice has significant implications for children's evolving gender identity construction.View full textDownload full textKeywordsidentity, culture, gender, classroom, children, teacherRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/03004430.2010.504371
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