Abstract
In this chapter I draw on a classroom research project partnership developed to engage with issues of gender and sexual difference to explore how the predominantly unspoken cultural norms of a Year 12 health classroom are disrupted, and result in high levels of emotionality and anxiety for students, teachers and researchers. My lines of inquiry connect to the openness Nuthall showed in his research to examine closely the cultural norms of the classroom from a student point of view, to re-envision and closely examine individual students’ take-up of common tasks (Nuthall, 1997, 2002), and to understand how the hidden student curriculum in the classroom can perpetuate social inequalities (Alton-Lee, Nuthall & Patrick, 1987, 1993).
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Quinlivan, K. (2012). Learning The Hard Way. In: Kaur, B. (eds) Understanding Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-864-3_22
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DOI: https://doi.org/10.1007/978-94-6091-864-3_22
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