Peer reviewed
Direct linkERIC Number: EJ961477
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0017-8055
EISSN: N/A
Available Date: N/A
The Work Children Do: Unpacking Gendered Conflict in an Elementary Classroom
Kawai, Hana; Taylor, Emily R.
Harvard Educational Review, v81 n4 p646-666 Win 2011
In this essay, Hana Kawai and Emily Taylor provide a case study of one teacher's classroom that examines issues of student conflict, gender dynamics, and the importance of reflective discussion to address oppressive social structures. Through reflections and observations that focus on the intersection of gender and race, they urge teachers to recognize, understand, and respond to everyday classroom conflict through a critical lens. Kawai and Taylor conclude with an "imagined conversation" that discusses the larger societal influences that affect individual choices. (Contains 1 note.)
Descriptors: Conflict, Gender Issues, Elementary School Students, Case Studies, Classroom Environment, Group Dynamics, Reflection, Social Bias, Gender Bias, Racial Factors, Racial Bias, Teacher Role, Consciousness Raising, Cultural Pluralism, Social Influences, Urban Schools, Student Diversity, Cultural Influences
Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A
Author Affiliations: N/A
