Gender as a Form of Tacit Knowing in the Fields of Pedagogy

• In research on pedagogy, since a few decades the significant impacts of corporal, spatial and material aspects of behaviour on pedagogical situations, especially their effects on teaching and learning, come more and more into sight (e.g. Abele ,1996; Naujok, 2004 etc.). Due to the approach of Pedagogical Anthropology (cp. Wulf, 1994), practical pedagogy is then regarded not only as ruled by planning, explicit normative framings and governmental strategies. Its topics, as e.g. the success or the failing of teaching or learning processes or a precarious or promising personality- development, are moreover seen as also decisively influenced by unspoken, silent, corporal, spatial, material, barred or alienated factors. In this contribution gender is used as an analytical category in order to work out such a tacit dimension of pedagogy. In this regard, three sets of arguments - referring to implicit or tacit knowing, to performativity and mimesis and to corporeality and bodiliness - will be unfolded.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

methodology of qualitative research

pedagogical anthropology

pedagogical knowledge

corporeality

Pedagogics and Educational Sciences

Pedagogik och Utbildningsvetenskap

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)