Chapter 3 Epistemic Gender Positioning: an Analytical Concept to (Re)Consider Classroom Practices within the French Didactique Research Tradition - Archive ouverte HAL Accéder directement au contenu
Chapitre D'ouvrage Année : 2019

Chapter 3 Epistemic Gender Positioning: an Analytical Concept to (Re)Consider Classroom Practices within the French Didactique Research Tradition

Chantal Amade-Escot

Résumé

The chapter presents a theoretical discussion of the concept of 'epistemic gender positioning' as used in French didactique research. It begins with an overview on the late emergence of a gender focus in the francophone didactic research. Then, drawing on the theoretical idea that knowledge construction and meaning making are a by-product of teacher and students' joint action, it provides examples of the use of the concept of 'epistemic gender positioning' in different school subjects, which sees gender as a fluid, multiple and relational category. Through a vignette and two examples of research data the chapter outlines the need for detailed and in-depth analyses of classroom practices and participants' interactions. The discussion brings to the fore the idea that gender positioning is always linked with each participant's practical epistemology, in the sense that teacher and students, who are embedded and act within an implicit and differential didactic contract, value or privilege different facets of knowledge depending on context, meanings and interactions. The conclusion summarises
Fichier principal
Vignette du fichier
Amade-Escot 2019 Positionement de Genre épistémique.pdf (639.56 Ko) Télécharger le fichier
Origine : Fichiers produits par l'(les) auteur(s)
Loading...

Dates et versions

hal-02994410 , version 1 (07-11-2020)

Identifiants

  • HAL Id : hal-02994410 , version 1

Citer

Chantal Amade-Escot. Chapter 3 Epistemic Gender Positioning: an Analytical Concept to (Re)Consider Classroom Practices within the French Didactique Research Tradition. 1.Taylor, C. A., Amade-Escot C., & Abbas A. (Eds.) (2019). Gender in Learning and Teaching: Feminist Dialogues across International Boundaries. London: Routledge, Francis and Taylor., 2019. ⟨hal-02994410⟩

Collections

UNIV-TLSE2
45 Consultations
96 Téléchargements

Partager

Gmail Facebook X LinkedIn More