Pedagogic discourses, learning and gender identification

Reference:

Creese, A., Leonard, D., Daniels, H. and Hey, V., 2004. Pedagogic discourses, learning and gender identification. Language and Education, 18 (3), pp. 191-206.

Related documents:

Official URL:

http://dx.doi.org/10.1080/09500780408666875

Abstract

This paper is concerned with the intersection of discourse, pedagogy and gender identification in primary school classrooms. More specifically, it uses illustrative findings from a larger study to examine boys' and girls' discourses in learning and friendship groups in the classrooms of two demographically similar but pedagogically different primary schools. It warns against seeking simple solutions to complex questions about which pedagogies suit boys or girls best.

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