Effects of “Philosophical Debates” at Preschool on the Recognition of Sex-Stereotyping: An Ongoing Double-Level Participatory Intervention Research

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In this chapter, we highlight the effects of a longitudinal participatory intervention research project, the purpose of which is to address sex stereotypical representations at preschool level. We present ongoing double-level research work. Firstly, at a micro-level within a 'Gender and Didactics' approach, we mobilize the 'joint action in didactics' analytical framework and the concept of 'epistemic gender positioning' as a means to describe the dynamics of the differential didactic contract among students (Amade-Escot, 2019; Schubauer-Leoni, 1996; Verscheure and Debars, 2019; Verscheure, Amade-Escot and Vinson, 2020). Secondly, we describe the teachers' and researchers' relationships. Participatory intervention research articulates an analysis of the practices of teaching and learning aiming to combat gender inequalities 'in the making of the class'. The overall purpose of this double-level research is to develop a strategy of accompanying teaching changes, particularly through teachers' and researchers' collaborative rethinking of learning environments. The focus of the chapter is to look at the effects of the participatory intervention research on the actors (individual and collective); and to discuss the research approach in terms of: epistemology of research, type of collaboration and participation between teachers and researchers, and modes of production and restitution of knowledge (Verscheure, 2020; Verscheure, Aussel & Lecry, 2019). The participatory intervention research design associates two preschool teachers and ourselves, over a three year period in various subjects (Philosophical Debates, physical education, youth literature, etc.). The study was conducted in two classes at preschool, in the aim of investigating the process of supporting new forms of learning environments that enhance gender equality. In this chapter, we focus on two teachers and their students (girls and boys) during two activities. For the presentation, the analysis is based on a specific pedagogical sequence (called 'Philosophical Debates') related to the recognition of sexstereotyping. Its objective is to provide students with 'non-stereotyping' experiences through discussion about sex-stereotyping. All lessons were co-constructed by the researcher and teachers and each was videotaped and individually debriefed. The data analysis is based on the principles of didactical observation using videotapes of the lessons, ethnographical notes, and interviews with teacher and students (Verscheure & Amade-Escot, 2007). The results show the positive effects of the longitudinal participatory intervention research, in particular the teachers' and researchers' collaboration and conceptualization of learning environments that enhance gender equality. Our research brings out the need for "everyday" Verscheure, I. (