Masculinities in dialogue
A response
Bibliographic Data
| ID | 12713129 |
|---|---|
| Authors | Ben Knights (Higher Education Academy English Subject Centre, UK, corresponding author) |
| Year | 2011 |
| Volume | 10 |
| Issue | 1 |
| Pages | 39-45 |
| Publication date | 2011-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Arts and Humanities in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1474-0222 • E-ISSN: 1741-265X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1474022210389577 |
| OpenAlex | W1989756358 |
| Language | EN |
| References cited | 2 |
This response to the articles by Diana Wallace and Samantha Pinto seeks to locate the negotiation of gendered identities in the classroom within the larger study of the dialogic relations between texts, teachers, and students. Teaching, it proposes, is not a second-order derivative of scholarship, but a cultural form in its own right. The article suggests the continuing cultural and ethical importance of the study of masculinities within textual subjects, and argues the need to complement research on the experience of teachers with paying detailed attention to student writing and the student experience
Dialogic · Masculinity · Negotiation · Order (exchange · Pedagogy · Political science · Scholarship · Social science · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Literacy, Media, and Education
| Highly cited | No |
|---|