2001/11/01 by Margaret Walshaw · 2 citations
Social Sciences · #Gender Roles and Identity Studies #Historical Education Studies Worldwide #Mathematics Education and Teaching Techniques
paper · doi:10.2307/749802
crossref issued 2001/11/01 · crossref published 2001/11/01 · crossref published-print 2001/11/01 · openalex publication_date 2001/11/01 · crossref created 2007/02/03 · crossref deposited 2021/01/27 · openalex created_date 2025/10/10 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/29
This article, the focus of which is on girls in mathematics, engages poststructural debates over knowledge and power to explore how female subjectivity is lived within the classroom, and the first section looks at some recent feminist reconstructionists' proposals developed from the idea of experience. The second section is set within the context of the poststructuralists' undermining of the light of progressive development, central to the Enlightenment project. Foucauldian ideas are introduced for a theoretical discussion about the ways in which the girl becomes gendered through available discourses and practices. Building on this discussion, the third section provides an analysis of some moments of classroom life and offers a different story about girls in school mathematics.