0 0 1 352 1913 UGent 28 5 2260 14.0 Normal 0 false false false EN-US JA X-NONE This study departs from the overriding focus on textbooks, which disregards how readers take them up. Informed by feminist post-structural theory, I analyse the construction of gender in children's fiction texts used in a New York City elementary school. First, I demonstrate that while the children's fiction texts were explicitly female dominated and/or progressive in their construction of gender, a feminist post-structural discourse reading illuminated that they in fact, implicitly cited discourses, which maintained gendered binary constructions and male dominance. Second, in going beyond the text, the study demonstrates that far from ignoring gender to focus on the 'official' curriculum as explicitly affirmed by the teachers, they had in fact implicitly and inadvertently cited, invoked and deployed discourses and discursive practices that inscribed gender differential and hierarchical relations in the use of the texts in the classroom. Third, I provide insights into teachers' lack of awareness regarding how gender is cited in their texts, and enacted in their teaching practices. I argue therefore that this 'talk around the text', which illuminated gendered discourses and practices, is, as well articulated by Jane Sunderland, 'an excellent epistemological site' for the deconstruction of traditionally gendered positions in the classroom.

中文翻译：

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通过隐性引用性别话语来“性别化”文本：围绕儿童小说的性别和教师谈话的构建

0 0 1 352 1913 UGent 28 5 2260 14.0 正常 0 false false false EN-US JA X-NONE 这项研究偏离了对教科书的首要关注，它忽视了读者如何接受它们。受女权主义后结构理论的启发，我分析了纽约市一所小学使用的儿童小说文本中的性别建构。首先，我证明，虽然儿童小说文本在性别建构方面明显是女性主导和/或进步的，但女性主义的后结构话语解读表明，它们实际上隐含地引用了保持性别二元结构和男性主导地位的话语。其次，在超越文本的同时，该研究表明，远非忽视性别而专注于教师明确肯定的“官方”课程，事实上，他们在课堂上使用课文时，含蓄地和不经意地引用、援引和部署了将性别差异和等级关系铭记于心的话语和话语实践。第三，我提供了关于教师缺乏关于如何在他们的文本中引用性别以及在他们的教学实践中制定的认识的见解。因此，我认为，这种阐明性别话语和实践的“围绕文本的谈话”，正如简·桑德兰 (Jane Sunderland) 所阐述的那样，是解构课堂中传统性别立场的“一个极好的认识论场所”。我提供了有关教师缺乏关于如何在他们的文本中引用性别以及在他们的教学实践中制定的意识的见解。因此，我认为，这种阐明性别话语和实践的“围绕文本的谈话”，正如简·桑德兰 (Jane Sunderland) 所阐述的那样，是解构课堂中传统性别立场的“一个极好的认识论场所”。我提供了有关教师缺乏关于如何在他们的文本中引用性别以及在他们的教学实践中制定的意识的见解。因此，我认为，这种阐明性别话语和实践的“围绕文本的谈话”，正如简·桑德兰 (Jane Sunderland) 所阐述的那样，是解构课堂中传统性别立场的“一个极好的认识论场所”。