“What if we were in a test tube”: Students' gendered meaning making during a biology lesson about the basic facts of the human genitals.
2012 (English)In: Cultural Studies of Science Education, ISSN 1871-1502Article in journal (Other academic) Published
This paper explores what happens in the encounters between presentations of ‘‘basic facts’’ about the human genitals and 15-year-old students during a biology lesson ina Swedish secondary school. In this paper, meaning making was approached as relational,context-dependent and continually transacted. For this reason the analysis was conductedthrough a series of close readings of situations where students interacted with each otherand the teacher in opening up gaps about alternative ways of discussing gender. Drawing on Foucault’s theories about the inclusion and exclusion of knowledge and the subsequent work of Butler and other feminist researchers, the paper illuminates what gendered relationsremain tacit in the conversation. It then illustrates possible ways in which these tacit gendered meanings could be made overt and discussed with the students when making meaning about the human genitals. The paper also shows how the ways in which human genitals are transacted in the science classroom have importance for what kind of learning is made available to the students.
Place, publisher, year, edition, pages
Sex education, biology, transaction, discourse, gender
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-55964DOI: 10.1007/s11422-012-9430-2OAI: oai:DiVA.org:su-55964DiVA: diva2:407808
OnLine First2011-04-012011-04-012013-01-07Bibliographically approved