Challenging Pedagogy
Emotional Disruptions, Young Girls, Parents and Schools
Bibliographic Data
| ID | 2642817 |
|---|---|
| Authors | Rosalyn George (Goldsmiths University of London, corresponding author), John Clay (Goldsmiths University of London) |
| Year | 2013 |
| Volume | 18 |
| Issue | 2 |
| Pages | 214-222 |
| Publication date | 2013-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sociological Research Online (JOURNAL) |
| Journal identifiers | ISSN: 1360-7804 • E-ISSN: 1360-7804 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.5153/sro.2885 |
| OpenAlex | W2111134183 |
| Language | EN |
| Citations received | 2 |
| References cited | 8 |
This paper follows on from a research project which explored the inclusionary and exclusionary dynamics of young girls' friendship groups. This initial study received considerable media attention in the UK, Europe and Australia and consequently came to the attention of a wider audience beyond the academy who were thus given an opportunity to engage with the research findings. Having previously explored and analysed the emotionally disabling everyday practices experienced by the girls in the initial research project, the voices of these other adults offered a possibility to explore, examine and analyse the experiences of their daughters and themselves and as a result offered insights that challenge the day to day practices in the classroom. The focus of this paper therefore, is to explore the emotionally raw moments as articulated through the stories told by these adults and to examine what meaning and sense is conveyed about the prevailing norms and values of the school underpinning their pedagogy and practice. We contextualise emotions within a theoretical framework of Sara Ahmed and bell hooks that views emotions in terms of power and culture. The data analysed include contributions from the public to a radio phone-in as well as email responses. The analysis makes explicit the dynamics of power in girls' friendship groups revealing action/inaction by parents and their accounts about teachers which either disrupt or reinforce dominant practices that pertain. We advocate hooks' concept of engaged pedagogy to challenge current practices underpinned by neo-liberal assumptions
Action research · Focus group · Friendship · Pedagogy · Qualitative research · Social science · Sociology · Early Childhood Education and Development · Gender Roles and Identity Studies · Gender Studies · Psychology · Social Psychology · Youth Education and Societal Dynamics
| Unique citing works | 2 |
|---|---|
| Citations per year | 0.2 |
| Citation span | 2016 - 2017 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |