Bir İngilizce Sınıfında Akran Gruplarında Toplumsal Cinsiyet Kimliklerinin Kurulumu

Abstract

Bu çalışmanın amacı, kız ve erkek öğrencilerin akran gruplarında toplumsal cinsiyet kimliklerini nasıl kurduklarını sınıf içi İngilizce öğrenme yaşantıları bağlamında incelemektir. Eleştirel etnografik yaklaşıma dayandırılan araştırma, bir devlet okulunda bir onuncu sınıftaki 34 öğrenci ve sınıfın İngilizce öğretmeni ile yürütülmüştür. Katılımcı gözlem ve görüşmeler yoluyla etnografik veri üretimi sağlanmıştır. Verilerin Foucault’nun “doğruluk oyunları” kavramına dayalı biçimde çözümlenmesiyle ulaşılan bulgular; toplumsal cinsiyetin akran gruplarında çoklu biçimde kurulumunu, sosyal sınıfla kesişimselliği, gruplar arası iktidar mücadelelerini ve popüler erkek grubunun baskın erkeklik performansını ortaya koymaktadır. Bulgular, sınıfta alternatif toplumsal cinsiyet performanslarının dışlandığını ve disiplin edici toplumsal cinsiyet kurgularının yeniden üretildiğini de göstermektedir. Bunların yanında, çalışmada bazı öğrenciler için düzenleyici mekanizmalara karşı dokunulmazlığın ve grup dinamiklerine dışlanmadan katılımın olanaklı olduğu görülmektedir. Bu belirlemeler, İngilizce öğrenme süreçleri ve gelecek araştırmalar için birtakım çıkarımlarda bulunmayı olanaklı kılmaktadır.

Keywords

• Yabancı dil olarak İngilizce
• akran grupları
• toplumsal cinsiyet
• sosyal sınıf
• eleştirel etnografi

Constructing Gender Identities in Peer Groups in an EFL Classroom

Abstract

This study examines how girls and boys construct gender identities within peer groups in the context of English learning experiences in an EFL classroom. Drawing on a critical ethnographic approach, the research was conducted with 34 tenth-grade students and their English teacher at a public high school. Ethnographic data were generated through participant observation and interviews. The data analysis, informed by Foucault's concept of “games of truth,” reveals the multiple constructions of gender within friendship groups, how class mediates gendered norms, intergroup power relations, and the dominant masculinity performed by the popular boys. The findings also show that alternative gender performances are marginalized and that disciplinary gender norms are reproduced in the classroom. Additionally, the study demonstrates that, for certain students, immunity from regulatory mechanisms and inclusion in group dynamics without exclusion are possible. These findings have implications for English language learning processes, as well as for future research.

Keywords

• English as a foreign language
• peer groups
• gender
• social class
• critical ethnography

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