Who is a ‘real’ science teacher or student?: Gendered and racialised discourses of school science.
2012 (English)Conference proceedings (editor) (Refereed)
In this paper I draw on an action research project carried out with science teachers in two Swedish secondary schools. Specifically, the paper focuses on how students and teachers talked about common science classroom situations. Drawing on social science theories I argue that school science subjects are gendered and racialised, however differently according to context and situation. For instance, my analysis shows how different discourses and discourse practices are activated and thereby reproducing but also disrupting some gendered patterns. While students and teachers activated gendered and racialised discourses they also positioned themselves, and others, in- and outside these discourses thus producing the ‘real’ science student and teacher. The presentation also suggests some implications for change and action.
Place, publisher, year, edition, pages
Aachen, Germany: Shaker Publishing, 2012.
, Beiträge zur Didaktik, ISSN 1610-3912
Research subject didactics of chemistry
IdentifiersURN: urn:nbn:se:umu:diva-61484OAI: oai:DiVA.org:umu-61484DiVA: diva2:568065
The 21st Symposium on Chemistry and Science Education held at the University of Dortmund,17-19 May, 2012
A collection of invited papers inspired by the21th Symposium on Chemistry and Science Education held at the University of Dortmund,17-19 May 20122012-11-152012-11-152013-06-10Bibliographically approved