Abstract
The purpose of this review is to examine the ways in which classroom talk is implicated in the construction and maintenance of the gender order. Part of being a competent member of society as it is currently organised derives from our capacity to attribute to others, and to aid others in attributing to us, the ‘correct’ gender. The meaning that we give to being male or female in the everyday world rests on the assumption of bipolarity of physiological differences which serves as the ground on which gendered social selves are constructed. Children learn to take up their maleness or femaleness as an element of their personal and social selves, and they do so, among other things, through learning the discursive practises in which all people are positioned as either male or female.
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Nielsen, H.B., Davies, B. (1997). The Construction of Gendered Identity through Classroom Talk. In: Davies, B., Corson, D. (eds) Oral Discourse and Education. Encyclopedia of Language and Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4417-9_13
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DOI: https://doi.org/10.1007/978-94-011-4417-9_13
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