The discursive production of the male/female dualism in school settings

Davies, Bronwyn

doi:10.1080/0305498890150304

Cited by 193Gender, Sexuality, and EducationGender and Feminist StudiesGender Studies in Language

The discursive production of the male/female dualism in school settings

Davies, Bronwyn·1989·Oxford Review of Education

DOI 10.1080/0305498890150304

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Abstract

In this paper, the discursive practices through which males and females are created as opposites and through which people become identifiably one or the other are analysed. It is shown how gender is created by individuals and within individuals as they learn the discursive practices through which to locate themselves as individuals and as members of the social world. Particular focus is given to the narratives through which children learn what it means to be male or female, and through which they become locked into (and thus limited by) masculine and feminine subject positions. The special place of the images and metaphors embedded in those narratives in constituting individual psyches, and in setting up patterns of belief and desire organised around a dualistic pattern of maleness and femaleness will be a central focus of the paper.

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Students can acquire skills to critique and dismantle sexism and develop alternative discourses, acting as active subjects instead of mere consumers of textbooks.
“In this way, students can acquire skills to critique and dismantle sexism and develop alternative discourses, acting as active subjects instead of mere consumers of textbooks (Chick, 2006; Davies, 1989; Widodo, 2018).”
From The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy (2022) · cites this paper as Davies, 1989
The construction of students' gender identity draws upon multiple discourses within and beyond school and can lead them to accept, reinterpret or reject -entirely or partially- what they read.
“The construction of their gender identity draws upon these discourses and can lead them to accept, reinterpret or reject -entirely or partially- what they read (Apple, 1993; Davies, 1989).”
From The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy (2022) · cites this paper as Davies, 1989

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Authors: Davies, B.
Corresponding author: Davies, Bronwyn
ORCID: Davies, Bronwyn
Venue: Oxford Review of Education
Publisher: Informa UK Limited
Published: 1989-01
Volume: 15
Issue: 3
Pages: 229-241
ISSN: 0305-4985 (ISSN-L)
1465-3915
DOI: 10.1080/0305498890150304
OpenAlex: W2065682878
Cited by: 193
References: 11
Citations by year: 2026: 2 · 2025: 3 · 2024: 4 · 2023: 1 · 2022: 4 · 2021: 6 · 2020: 10 · 2019: 7 · 2018: 7 · 2017: 5 · 2016: 7 · 2015: 4 · 2014: 7 · 2013: 9 · 2012: 11
FWCI: 2.16
Type: journal article
Language: en
Open access: closed
Locations: Oxford Review of Education (publishedVersion)
Topics: Social Sciences › Gender Studies › Gender, Sexuality, and Education
Social Sciences › Gender Studies › Gender and Feminist Studies
Social Sciences › Gender Studies › Gender Studies in Language
Keywords: gender dualism, discursive practices, gender identity, children's narratives, gendered metaphors, gender socialization, school environment, belief and desire

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The discursive production of the male/female dualism in school settings

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