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Please use this identifier to cite or link to this item: http://hdl.handle.net/2320/11497

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Title: Shock Absorbers and Sub-Teachers: Cracks in the Wall or Stable Gender Patterns in the Preschool Class?
Authors: Odenbring, Ylva
Department: University of Borås. School of Education and Behavioural Sciences
Issue Date: 16-Sep-2011
Citation: ECER Berlin 13-16 september 2011
Media type: text
Publication type: conference paper, peer reviewed
Keywords: gender
preschool class
Subject Category: Subject categories::Social Sciences::Social Sciences::Pedagogy
Strategic Research Area: Teacher education and education work
Abstract: Sub-teachers are well-known phenomenon in gender research and described in several studies. In this article I argue that what is defined as sub-teachers in previous research include different functions and meanings in relation to gender constructions. The empirical data presented in the article is based on ethnographic fieldwork carried out in a preschool class. In the article I will highlight what is defined as ‘sub-teachers’ and ‘shock absorbers’ in the study. A sub-teacher is defined as a child who helps the teacher with traditional teacher tasks in the preschool class. Both girls and boys are doing this kind of duty, which differs from previous research, where this responsibility has been found almost exclusively reserved to girls. One way of creating silence in the preschool class is to place a girl or an adult next to noisy boys, which is defined as shock absorbers in the study. In the article I discuss whether these kinds of duties are expressions of possible ‘cracks in the wall’ or stable gender patterns in the preschool class.
URI: http://hdl.handle.net/2320/11497
Sustainable development: sustainable development
Appears in Collections:Konferensbidrag / Conference papers (PED)

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