The Gender Sensitive Practice Has Possibilities and Limits of Collaboration

Abstract

  In this paper, I interviewed teachers to carry out the Gender Sensitive Practice. I explore the possibilities and the limits of practice with the tribe of teachers by analyzing what details and teachers who become practice value.

  I focus on the concept of ‘collaboration’ that individual teacher shares ‘Knowledge’ and ‘Meaning’ based on autonomy and mutual confidence, and the process where new knowledge is created through the interaction. In addition, I use four forms of the communication as an analytical framework. They are “code predominance / determinate”, “code predominance/random”, “context predominance/determinate” and “context predominance/random”.

  This paper has pointed out following aspects. Gender Sensitive Practice was performed by various communication forms. The practices by all forms of communication was carried out mainly on the actual situation of the child student. This means that the teacher is always considering the situation of “context predominance”. That is, there is always room where the collaboration is approved. And, there is a possibility that new practice or perspective are created for the teachers group.

  However,“context predominance”communication can be cut both ways.“Context predominance”practices that don’t have universality need to have a common view which teacher’s group find it necessary to do. On this occasion, the peculiar limit to Gender Sensitive Practice exists. First, it is difficult for the teachers group to share the necessity for approaching the gendered structural problem. Second, the appeal to the colleague becomes very limited. If Gender Sensitive Practice didn’t get over these difficulties, the practice get to personalization and is no effect.