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Focus groups as a tool to reveal causes of resistance or openness to non-binary gender norms among kindergarten teachers
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In: 11th European Feminist Research Conference: Social change in a feminist perspective ; https://hal.univ-lorraine.fr/hal-03573494 ; 11th European Feminist Research Conference: Social change in a feminist perspective, University of Milano, Bicocca, Jun 2022, Milan, Italy ; https://11efrc.unimib.it/ (2022)
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Abstract:
International audience ; In France, kindergarten teachers are supposed to promote gender equality as stipulated in law (2013). The analysis of available classroom materials shows the lack of openness to think gender as a plurality of identities and not as a normative male/female structure (Anka Idrissi et al., 2018; Trudel, 2018). A master’s student, writing a dissertation about gender teaching at school and engaged in feminist pedagogies in education, proposed discussions about pedagogical materials to primary teachers. Do these materials, that challenge the question of gender as defined in institutional texts, i.e. in the binarity of girls and boys, conflict with the teachers’ beliefs and representations of gender? What is at stake with the resistance or openness that teachers express?To answer these questions, we set up three focus groups with 6 kindergarten teachers. To start up the discussion, a set of pedagogical materials presenting people with non-binary identities was submitted to the participants. The analysis of teachers’ discourse highlighted how teachers negotiate these materials as affordances, problems or solutions to the issue of non-binarity. The analysis shows how teachers contribute in their interactions to co- constructing resistance or openness to change (Kalampalikis et al., 2004). Some teachers perceive an overemphasis on promoting gender equality and reject the issue of sexual minorities. Others avoid saying too much for fear of being judged, and some declare that they are open about gender non-binarity and sexual minorities and want to take this into account in classroom practices.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; [SHS]Humanities and Social Sciences; classroom materials; feminist pedagogy; focus groups; kindergarten teachers; non-binarity
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URL: https://hal.univ-lorraine.fr/hal-03573494
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| 2 |
THE SIGNIFICANCE OF MODERN TEACHING METHODS IN EFL CLASSROOM AND SECOND LANGUAGE ACQUISITION. (IN THE EXAMPLE OF FOCUS ON FORM AND FOCUS ON FORMS IN PRIMARY SCHOOLS) ...
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| 3 |
THE SIGNIFICANCE OF MODERN TEACHING METHODS IN EFL CLASSROOM AND SECOND LANGUAGE ACQUISITION. (IN THE EXAMPLE OF FOCUS ON FORM AND FOCUS ON FORMS IN PRIMARY SCHOOLS) ...
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| 9 |
Self-Referent Pronouns, Self-Focus, and Depressive Symptoms in Adolescence
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In: Honors College (2022)
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| 10 |
Investigating Perceptions of Teachers and School Nurses on Child and Adolescent Oral Health in Los Angeles County
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 8; Pages: 4722 (2022)
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| 11 |
Word Order, Intonation, and Prosodic Phrasing: Individual Differences in the Production and Identification of Narrow and Wide Focus in Urdu
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In: Languages; Volume 7; Issue 2; Pages: 103 (2022)
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| 12 |
A Model for Analyzing Teachers’ Written Feedback on Adult Beginners’ Writing in Swedish as a Second Language
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In: Languages; Volume 7; Issue 2; Pages: 74 (2022)
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| 14 |
Agrammatic comprehension of contrastive focus and clitic left dislocation in Catalan
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| 15 |
Non-utilisation of health care services during the COVID-19 pandemic: Results of the CoMoLo study
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In: J Health Monit (2022)
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| 16 |
An ensemble deep learning classifier for sentiment analysis on code-mix Hindi–English data
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In: Soft comput (2022)
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| 17 |
Word Order, Intonation, and Prosodic Phrasing: Individual Differences in the Production and Identification of Narrow and Wide Focus in Urdu
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| 18 |
Nominative subjects of infinitives in Hungarian subject-control predicates: Postsyntactic copying and the overt realization of PRO
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In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5209 ; 2473-8689 (2022)
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| 19 |
Tuvan -daa in quantificational noun phrases: Existential or universal?
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In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5289 ; 2473-8689 (2022)
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| 20 |
Verb Doubling in Turkish: Data from Trabzon Dialect
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In: Proceedings of the Workshop on Turkic and Languages in Contact with Turkic; Vol 6 (2021); 5063 ; 2641-3485 (2022)
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