Playing gender(s): the re/construction of a suspect ‘gender identity’ through play

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2021-05-03 DOI:10.1080/17457823.2021.1922927

Sofia Brito, Nuno Carneiro, Conceição Nogueira

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引用次数: 2

Abstract

ABSTRACT The present work intends to analyse how pre-school aged children experience the re/construction of a ‘gender identity’ and the processes that create it as an essential, factual, and unchangeable reality – therefore, suspect. Given the growing importance of ‘gender identity development’ in child development literature, as well as the arising voices of ‘gender non-conforming’ childhoods, this theme seems particularly relevant when faced with the limitations imposed by macrosocial discourses of cisheteronormativity. Using grounded theory and ethnography, the re/construction processes were observed in a mixed-age kindergarten classroom in Porto and analysed through the feminist lens of gender performativity. It was possible to observe the following dimensions: clothing and accessories as performative marks of gender; beauty and its role in constructing femininities; play as a regulatory fiction, that is both shaped by and constructs gender differences; gender borders and how they can be reinstated, negotiated or defied.

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游戏性别：通过游戏重新构建嫌疑人的“性别认同”

目前的工作旨在分析学龄前儿童如何经历“性别认同”的重建/构建，以及将其作为基本的、事实的和不可改变的现实(因此，怀疑)创造出来的过程。考虑到“性别认同发展”在儿童发展文献中的重要性日益增加，以及“性别不符合”童年的声音日益增多，当面对异性恋规范的宏观社会话语所施加的限制时，这个主题似乎特别相关。利用扎根理论和民族志，在波尔图的一个混合年龄幼儿园教室中观察了重建/建设过程，并通过性别表演的女权主义视角进行了分析。可以观察到以下方面:服装和配饰作为性别的表演标志;美及其在女性建构中的作用游戏是一种管制性的虚构，它既受性别差异的影响，也构建了性别差异;性别边界以及如何恢复、谈判或藐视性别边界。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.