Analyse des dynamiques du genre dans les interactions enseignant-élève

Abstract

The study focuses on the teacher-student relationship: an analysis from a gender perspective. It is an investigation conducted in the Mukaza commune, specifically at the Mutanga Municipal High School. Our work aims to explore the interactions that occur between teachers and students when viewed through a gender lens. It is structured around three objectives: 1. To show how daily interactions between teachers and students are marked by gender. 2. To discover what leads teachers to perceive the discourse and gestures of girls and boys differently. 3. To analyze teachers' behavior in response to the performances/failures of girls and boys. Our work is situated within a qualitative approach. We utilized data collection techniques such as semi-structured interviews and direct observation. The sources of information were divided into three categories: written documents, electronic sources, and oral sources. The field results first indicate that school is a space for the production and reproduction of gender stereotypes. This is evident through daily interactions between teachers and students, where certain students, depending on their gender, experience injustice, discrimination, and inequality. Furthermore, a double standard seems to characterize teacher-student relationships: the same behavior is perceived differently depending on whether it is exhibited by a girl. This sometimes leads to poor student-teacher relationships. Finally, the field data also show that masculine desirability or the gendered relationship to transgression continues to influence the judgment of girls' and boys' behaviors.