Pink brains and education: a postfeminist analysis of neuroscience and neurosexism
This article examines the representations of girls and gender that operate within the popular ideas of ‘pink brains’ and ‘blue brains’. As brain research moves into education and teacher training, what are the implications for curriculum, pedagogy, and school organization? We noticed that findings f...
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Sociedade Brasileira de História da Educação
2014-07-01
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Series: | Revista Brasileira de História da Educação |
Online Access: | http://www.periodicos.uem.br/ojs/index.php/rbhe/article/view/38883 |
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doaj-6069131f6ea94a52b0dcc33f737206792020-11-25T01:21:15ZengSociedade Brasileira de História da EducaçãoRevista Brasileira de História da Educação2238-00942014-07-01142[35]16318917020Pink brains and education: a postfeminist analysis of neuroscience and neurosexismNancy LeskoStephanie D. McCallMirian Jorge WardeLuiz Ramires NetoThis article examines the representations of girls and gender that operate within the popular ideas of ‘pink brains’ and ‘blue brains’. As brain research moves into education and teacher training, what are the implications for curriculum, pedagogy, and school organization? We noticed that findings from neuroscience confirm familiar images of girls: as early maturing, emotional, needing to feel accepted by teachers, and as needing abstract ideas connected to real life. Writers utilizing the evidence of brain research are quick to call brains ‘hard-wired’ and equally quick to call for sex- segregated classrooms. In interpreting neuroscience in critical ways, the social contexts and political implications of imaging young women as hard-wired brains are highlighted.http://www.periodicos.uem.br/ojs/index.php/rbhe/article/view/38883 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Nancy Lesko Stephanie D. McCall Mirian Jorge Warde Luiz Ramires Neto |
spellingShingle |
Nancy Lesko Stephanie D. McCall Mirian Jorge Warde Luiz Ramires Neto Pink brains and education: a postfeminist analysis of neuroscience and neurosexism Revista Brasileira de História da Educação |
author_facet |
Nancy Lesko Stephanie D. McCall Mirian Jorge Warde Luiz Ramires Neto |
author_sort |
Nancy Lesko |
title |
Pink brains and education: a postfeminist analysis of neuroscience and neurosexism |
title_short |
Pink brains and education: a postfeminist analysis of neuroscience and neurosexism |
title_full |
Pink brains and education: a postfeminist analysis of neuroscience and neurosexism |
title_fullStr |
Pink brains and education: a postfeminist analysis of neuroscience and neurosexism |
title_full_unstemmed |
Pink brains and education: a postfeminist analysis of neuroscience and neurosexism |
title_sort |
pink brains and education: a postfeminist analysis of neuroscience and neurosexism |
publisher |
Sociedade Brasileira de História da Educação |
series |
Revista Brasileira de História da Educação |
issn |
2238-0094 |
publishDate |
2014-07-01 |
description |
This article examines the representations of girls and gender that
operate within the popular ideas of ‘pink brains’ and ‘blue brains’.
As brain research moves into education and teacher training, what
are the implications for curriculum, pedagogy, and school
organization? We noticed that findings from neuroscience confirm
familiar images of girls: as early maturing, emotional, needing to
feel accepted by teachers, and as needing abstract ideas connected
to real life. Writers utilizing the evidence of brain research are
quick to call brains ‘hard-wired’ and equally quick to call for sex-
segregated classrooms. In interpreting neuroscience in critical
ways, the social contexts and political implications of imaging
young women as hard-wired brains are highlighted. |
url |
http://www.periodicos.uem.br/ojs/index.php/rbhe/article/view/38883 |
work_keys_str_mv |
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