Pedagogic discourses, learning and gender identification

A Creese, D Leonard, H Daniels, V Hey

Research output: Contribution to journalArticle

4 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)191-206
Number of pages16
JournalLanguage and Education
Volume18
Issue number3
DOIs
Publication statusPublished - Aug 2004

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pedagogics
primary school
friendship group
classroom
discourse
gender
learning
Boys
Discourse
Primary School
Complex Question
Friendship
Pedagogy

Cite this

Pedagogic discourses, learning and gender identification. / Creese, A; Leonard, D; Daniels, H; Hey, V.

In: Language and Education, Vol. 18, No. 3, 08.2004, p. 191-206.

Research output: Contribution to journalArticle

Creese, A, Leonard, D, Daniels, H & Hey, V 2004, 'Pedagogic discourses, learning and gender identification', Language and Education, vol. 18, no. 3, pp. 191-206. https://doi.org/10.1080/09500780408666875
Creese, A ; Leonard, D ; Daniels, H ; Hey, V. / Pedagogic discourses, learning and gender identification. In: Language and Education. 2004 ; Vol. 18, No. 3. pp. 191-206.
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