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Wood, P (2024) ‘Rutting stags’ and ‘sly foxes’: Gender positioning boys and girls through social, emotional and behavioural work on the school playground. Children & Society. pp. 1-17. ISSN 0951-0605
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Abstract
In recent years, there has been an increased focus on the development of children's social, emotional and behavioural skills in schools, via a swathe of classroom-based schemes and more general, relational and emotional approaches to pedagogy. With a now established but growing evidence base focusing upon the outcomes of such social, emotional and behavioural work for schools and children, calls have been made for research that makes a gender critical analysis of such work. This article is grounded in a conceptual framework that positions gender as socially constructed and performative and draws on qualitative data gathered in a series of focus group and individual interviews with primary school practitioners. The findings demonstrate how gender bi-nary beliefs influence perceptions of the behaviours dis-played by boys and girls in play-based situations as well as the social, emotional and behavioural work carried out by staff in response. The implications of these findings, in terms of the positioning of, and responses to the social, emotional and behavioural difficulties presented by boys and girls on the schoolyard are discussed and suggestions for future practice are made.
| Item Type: | Article |
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| Uncontrolled Keywords: | 1605 Policy and Administration; 1607 Social Work; 1608 Sociology; Social Work |
| Subjects: | H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education > LB1139.2 Early childhood education |
| Divisions: | Education |
| Publisher: | Wiley |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 21 Oct 2024 09:04 |
| Last Modified: | 21 Oct 2024 09:15 |
| DOI or ID number: | 10.1111/chso.12920 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/24559 |
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