Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/110
Title: Becoming an “Expert”: Gendered Positioning, Praise, and Participation in an Activist Community
Authors: Curnow, Joe
Chan, Jody R.
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Curnow, J. & Chan, J. R. (2016). Becoming an “Expert”: Gendered Positioning, Praise, and Participation in an Activist Community In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: This paper argues that gendered participation in a community of practice can create an illusion of expertise and learning based on masculine performances of expertise. Looking at a local campaign of the student climate change movement over the course of one year, we analyze participants’ interactions and examine how gendered positioning produces “experts”. We argue that these experts achieve their expertise not through learning or achieving mastery of the core competencies of the community of practice, but rather by performing dominant forms of masculinity, which are affirmed by other members of the community and recognized as authoritative. We argue that theorizations of situated learning must centre critiques of sociohistorical power relations in order to accommodate for such tendencies.
URI: https://repository.isls.org/handle/1/110
https://dx.doi.org/10.22318/icls2016.21
Appears in Collections:ICSL 2016

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