Playing School: female elementary school teachers’ stories of childhood games and post-feminist tomorrows
Not only do many little girls in the United States and elsewhere play school, but when they grow up, they sometimes become teachers, at which point the story of playing school takes on a new narrative and discursive function. Using narrative and performance theories, and discourse analysis, we analy...
Main Authors: | Sally Campbell Galman, Christine Mallozzi |
---|---|
Format: | Article |
Language: | English |
Published: |
Universidade Federal do Rio Grande do Sul
2020-07-01
|
Series: | Educação & Realidade |
Subjects: | |
Online Access: | https://seer.ufrgs.br/educacaoerealidade/article/view/99892 |
Similar Items
-
The Use, Beliefs, Perceived Barriers, and Methods of Delivery of Play Therapy by Elementary School Counselors
by: Holbrook Ebrahim, Christine
Published: (2008) -
SAUDI PRESERVICE ELEMENTARY TEACHERS’ ATTITUDES TOWARD TEACHING SCIENCE: EXPLORATION OF COGNITIVE, AFFECTIVE, AND PERCEIVED CONTROL BELIEFS
by: Alatoai, Ataallh
Published: (2016) -
EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY
by: Zhulamanova, Ilfa
Published: (2019) -
Corporeality and playfulness in initial series of elementary school: beliefs, doubts and possibilities
by: Lucia Helena Pena Pereira
Published: (2015-11-01) -
Elementary education students’ perceptions of “good” citizenship
by: Jason L. O'Brien, et al.
Published: (2011-05-01)