Drawing on and reexamining theories on gender and literacy, derived from research performed between 1974 and 2002, this qualitative study explored the gender assumptions and expectations of 19 preservice and practicing secondary language arts teachers in a graduate level adolescent literature course. The theoretical framework was structured around a social constructionist lens, including reader response, gender, and communities of practice theories. The methodology employed ethnographic methods, as well as critical discourse analysis and conversational analysis techniques.
This four-month study examined the ways the participants learned in a classroom community of practice and how that functioned. It also explored the ways class members identified with or resisted gender expectations in their book discussion groups and how their individual communities of practice may have influenced those expectations. It looked at the kind of discourses that were maintained and disrupted in the discussion groups, as well as the participants' responses to literature within the classroom community, and within their personal blogs and written responses. The group conversational dynamics provided an additional lens on gender beliefs and power relations. The participants showed diversity within gender that suggested that their varied communities of practice, including this classroom community of practice, most likely influenced their gender beliefs and their response to literature.
University of Minnesota Ph.D. dissertation. May 2012. Major: Education, Curriculum and Instruction. Advisor: Dr. Lee Galda. 1 computer file (PDF); vii, 298 pages, appendices A-P.
Brendler, Beth Monica.
De-emphasizing gender in talk about texts:literature response, discussion, and gender within a classroom community of practice..
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