Gendering/ed research spaces: insights from a study of independent schooling

Abstract

This paper draws on a research study into multiple capitals in independent schooling in Scotland. We examine gender discourses and practices in the specific inter/institutional space created within school and research group relations. A three-level conceptual framing of physical, social and intellectual space is used together with theorizations of power/knowledge and social capital theory, to analyse instances of gender discourse and practice within research relations, where gender is understood as produced in and through social power and knowledge relations. Findings from the study include the usefulness of scalar analysis for gender and that school and researcher relations are affected by the coherence or otherwise of power/knowledge value systems. Following this, it is suggested that researchers incorporate gender sensitivity as a feature of their work, particularly methodology. The paper draws on school case studies involving observation, interviews, student focus groups and researcher accounts.

Keywords:

• gender
• elite schooling
• inter/institutional
• scalar space
• power/knowledge
• social capital

Notes

1. The Scottish Independent Schools Project (SISP) was part of a wider programme of work by the Schools and Social Capital Network of the Applied Educational Research Scheme in Scotland (2005–2008) on how educational dis/advantage is produced in Scottish educational settings.