In this chapter I describe a diverse selection of gendered discourses which have been documented in relation to classrooms — mainly, but not only, foreign language classrooms. Some were apparent in talk, some in written texts. Most of these discourses are non-classroom (and non-education)-specific, and indeed not predictably instantiated in classroom discourse, but were nevertheless flexible enough to be reproduced in classrooms. (This is a‘tribute’ in particular to the robustness and fluidity of ‘Gender differences’ discourses.) In addition to this description of gendered classroom discourses, I aim also to indicate how emancipatory, or otherwise, particular gendered discourses are for girls. (For a discussion of learning in the community in relation to gender, see Pavlenko and Piller, 2001.)
KeywordsForeign Language Male Student Equal Opportunity Classroom Discourse Language Teacher
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- 10.We can add to this the possibility that dominant classroom behaviour on the part of some boys can also be ‘read’ through Baxter’s gender differentiation discourse as disadvantageous to boys themselves (Swann, 1998: 158), through their own negative self-positioning. Google Scholar