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

• In the field of 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, Brandt & Krummheuer 2004 etc.). As the tacit side in pedagogical practices has already been discussed as a “hidden curriculum” (Jackson 1968) in the 1970s and within the “social systems” approach to teaching in the 1990s, actually the tacit dimensions of pedagogy become a central topic in ethnographical, phenomenological and poststructuralist analyses of educational processes (see e.g.: https://tacitdimensions.wordpress.com).In the latter discourses the central topics of “tacit knowledge”, like e.g. “gender”, are not any more interpreted ontologically resp. as mere categories to describe phenomena of social life or characteristics of human beings, but as analytical tools helping us to understand the constitution of certain educational practices and appreciated knowledge domains at hand.In our contribution we will focus the body-phenomenological approach and evolve its potential in terms to cipher out the impacts of the category “gender” as well as to empirically investigate the modes of gender performance. We use and at the same time we look at “gender” as an analytical tool to work out how theory can be used in practical contexts, resp. in drama classes in a Swedish context. “Gender” as an analytical tool, this will be our result, can be used to describe concrete didactic bodily movements, thus bringing the body into a discussion on knowledge acquisition. 

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

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

Nyckelord

Gender

tacit knowledge

university

Pedagogics and Educational Sciences

Pedagogik och Utbildningsvetenskap

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)