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Gender Contradictions in Early Childhood Education: A Doll Study on Teacher Interactions, Assignments of Communication

University of the Philippines Los Banos (UPLB)Communication

This paper explores how teacher interactions with dolls in morning talk sessions contradict gender-inclusive classroom practices, positioning girls as dolls and reinforcing gendered roles. The study uses data from summary field notes, transcripts, and an interview with the teacher. The analysis draws on Bourdieu's notion of habitus and Foucault's emphasis on discourse as a form of power.

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DOCUMENT RESUME

ED 371 364 CS 214 368

AUTHOR Kamler, Barbara

TITLE "Oh You Beautiful Doll": Gendered Language Practices

in the First Month of School.

PUB DATE Apr 94

NOTE 15p.; Paper presented at the Annual Meeting of the

American Educational Research Association (New

Orleans, LA, April 4-8, 1994).

PUB TYPE Speeches/Conference Papers (150) Reports

Research/Technical (143)

EDRS PRICE MF01/PC01 Plus Postage.

DESCRIPTORS *Classroom Communication; Communication Research;

Discourse Analysis; Feminism; Foreign Countries;

Primary Education; *Sex Differences; *Teacher

Behavior

IDENTIFIERS Australia (Victoria); *Communication Behavior;

Conversation; Discourse Communities

ABSTRACT

A case study examined the processes by which girls

and boys in their first month of primary school assume particular,

highly gendered subjectivities within the school setting. Subjects,

28 children of diverse multicultural origins entering a suburban

primary school in a large regional center in southern Victoria,

Australia, were observed in the classroom and on the playground.

Selected transcripts of over 100 hours of classroom talk were

compiled. Analysis of transcripts of classroom talk was conducted at

the microanalytic level. The teacher was also interviewed. Results

indicated that, although the teacher worked against such positioning

in a number of settings, her interaction in morning talk in relation

to gendered doll-objects stands out as a contradiction to her usual

non-gendered practice. Findings suggest that feminist

poststructuralist analysis is a way of reading teacher discourse and

action that locates contradictions and inconsistencies as an effect

of discourse rather than as a personal failure of individual

teachers. ,Findings also suggest that while issues of subjectivity in

relation to discourse have been an important recent theme of feminist

poststructuralist work in education, such theoretical understandings

have not had much' impact on projects of nonsexist education.

(Contains 21 references.) (RS)

Ye**********************************************************************

Reproductions supplied by EDRS are the best that can be 2ade

from the original document.

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