QUT ePrints

Investigating an account of children "passing notes" in the classroom

Powell, Kathy, Danby, Susan J., & Farrell, Ann M. (2006) Investigating an account of children "passing notes" in the classroom. Journal of Early Childhood Research, 4(3), pp. 259-275.

View at publisher

Abstract

This article draws on the sociology of childhood framework in order to examine one primary school girl's account of how the children in her classroom pass notes to each other when they are 'not allowed to talk at all'. Close examination of the account shows how the girls and boys in this particular classroom co-construct gendered membership activities in order to negotiate the teacher's regulation of their classroom interactions. The girls competently participate in the covert activity of passing notes outside of teacher regulation, whereas the boys competently participate in the overt activity of passing notes, thereby gaining the membership of their male teacher into their activity. The boys draw upon their gendered membership activity as a strategy for collaborating with their teacher in the construction of a new classroom order. This work is an important part of our ongoing study of how children understand and deal with governance in their everyday lives.

Impact and interest:

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 9321
Item Type: Journal Article
Additional Information: For more information, please refer to the journal’s website (see link) or contact the author. Author contact details: s.danby@qut.edu.au
Keywords: classroom interactions, gender, governance, membership categorization analysis, social agency, sociology of childhood
DOI: 10.1177/1476718X06067579
ISSN: 1476-718X
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2006 Sage Publications
Deposited On: 04 Sep 2007
Last Modified: 29 Feb 2012 23:18

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page