Walls, Gillian Sandra Rachel.
Thesis (Ph.D.) - James Cook University, 2006. / Typescript (photocopy) Bibliography: leaves 173-186.
Simons, Leah Valerie.
(has links) (PDF)
Thesis (Ph.D.) -- University of Adelaide, Dept. of Education, 2001. / Bibliography: leaves 264-273.
Teacher-student interaction in a Mexican Montessori school : exploring the construction of gender identity in young childrenMoreno Méndez, Ana Rosa January 2002 (has links)
The present study is centered on understanding the gender concepts teachers have, and the form in which their gender perspective is related to the way teachers of a Mexican Montessori elementary school interact with their students according to the child's gender in the early elementary school years. The type of messages teachers are sending to children when they are in the classroom in relation to the concepts of masculinity and feminity are discussed. The analysis is rooted in qualitative research methodology and the gender category. Gender is seen as a social phenomenon. / The paper deals with the work that has been done in gender and schools, especially related to the role teachers have when dealing with gender in the classroom. It discusses how a different method of education, in this case the Montessori method, differs from the traditional system of education when dealing with gender issues. / The way teachers deal with gender issues at school is deeply connected to the viewpoint of gender they have. The narratives of the teachers help us understand this relation. It is hoped that by examining their own practice toward gender issues teachers will take a first step towards a non-sexist education. It is true that the Montessori system breaks from many of the conventional gender-biased practices of traditional schools; even so, a total change cannot be seen until our own perspectives on gender evolve.
Developing and validating a knowledge-base for professional development activities in gender equity for the study of technologyPuck, Brenda S. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
Barnes, Joanna Tovar.
(has links) (PDF)
Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 70-73).
Thesis (Ph. D.)--University of Wisconsin--Madison, 1995. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 200-214).
Understanding Muslim girls' experiences in midwestern school settings negotiating their cultural identities and interpreting the social studies curriculum /Gunel, Elvan, January 2007 (has links)
Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 253-260).
Making gender in early schooling : a multi-sited ethnography of power and discourse : from grade one to two in Durban.Bhana, Deevia. January 2002 (has links)
No abstract available. / Thesis (Ph.D.)-University of Natal, Durban, 2002.
Identidade e gênero no cotidiano de uma escola do interior paulista : reflexões sobre o processo de formação dos sujeitos /Chotolli, Wesley Piante January 2019 (has links)
Orientador: Ana Paula Leivar Brancaleoni / Banca: Humberto Perinelli Neto / Banca: Rodrigo Ribeiro Paziani / Resumo: Considerando a identidade conforme um processo construído socialmente, que pode ser alterado e modificado de acordo com o contexto e as experiências vivenciadas durante a vida social dos sujeitos, buscou-se apontamentos sobre como as questões de gênero são percebidas, discutidas e constituem às ações e os comportamentos dentro do espaço escolar, tal qual o processo de construção das identidades. Percebendo a sociedade moderna um tanto quanto fragilizadora dos laços sociais, a escola se apresenta conforme um ambiente de socialização e de convívio com o diverso, mesmo que se configure de maneira desigual para os sujeitos frequentadores do lugar. Esta pesquisa objetiva analisar as compreensões de um grupo de adolescentes sobre identidade e seus processos de constituição, tanto quanto a possível participação das vivências escolares nos entendimentos trazidos acerca da mesma, enfatizando a questão do gênero. Para isso, procede-se à abordagem qualitativa, dispondo dos instrumentos de coleta de dados as observações participantes e entrevistas com alunas e alunos de uma instituição escolar de uma cidade do interior paulista, realizadas ao longo de um ano. Como aporte teórico, utilizou-se os estudos culturais e a teoria queer, visando compreender os processos de construção e desconstrução dos aspectos significantes da formação das identidades, de modo que se entendam os movimentos dos grupos no interior da unidade escolar e suas características. Em vista disso, observou-se que os... / Abstract: Considering identity as a socially built process that can be modified by the context and by one's social life experiences, this research saught indication about how gender issues are perceived and treated and how they constitute people's actions and behaviors inside the school, as well as the process of building identities. As the school realizes that modern society loosen social ties, it presents itself as an environment capable of promoting social interaction, even though it is not even to those who attend it. This research aims at analysing a group of adolescents' comprehension of identity, its constitutional process of their school social interaction on their definition of identity, emphasizing the gender issue. For that, a qualitative approach was used. Data were collected through the participants' observation and interviews made with students from an educational institution located in a city in the countryside of Sao Paulo, Brazil, throughout one year. As a theoretical support, cultural studies and the queer theory were consulted aiming for the comprehension of both constructional and deconstructional processes of significant aspects of identities formation, so that the movement of the groups of students in the school as well as their own characteristics are also understood. Taking all of this into consideration, it is noticed that the relevant aspects to understand the significant elements of this identity formation and the comprehension of how these social ... / Mestre
Psychosocial factors influencing participation in school music : the case of a typical former model C boys' high school in Durban, South Africa.Smythe, Cindy Christine. January 2009 (has links)
This short dissertation presents a case study of eleven students from a typical former 'Model C' single sex high school in Durban South Africa. At the time of the study, 2006, these were the only students who were actively availing themselves of the school's limited opportunities for studying and making music. The school, which shall remain anonymous, is shown to typify a psychosocial environment that is at best indifferent to active musical participation and, at worse, hostile to it. The study investigates how the attitudes towards, and the perceptions of, music involvement at the school emerge as stereotypical ways of thinking that are counter to the interests of its learners. This case study, supported by two questionnaires completed by peers and parents, and informed by the researcher's experience teaching Music at the school, generated conclusions from which explanations for the general reluctance of adolescent males to engage in specific kinds of school-based musical activities have been attempted. Informing the analysis and interpretation of the data is Erik Erikson's Theory of Psychosocial Development as it pertains to the psychosocial characteristics of adolescent males and provides an explanation as to the extent to which social environments can influence the individual. A close reading of the subjects' responses helps in the articulation of the generally unspoken assumptions of 'muscular Christianity', the Victorian ethos that continues to dominate in schools such as the one that formed the focus of this study, and which is still pervasive in many if not most South African schools. / Thesis (M.Mus.)-University of KwaZulu-Natal, Durban, 2009.
Page generated in 0.1711 seconds