Literaturnachweis - Detailanzeige
| Autor/in | Spencer, Ingrid |
|---|---|
| Titel | Doing the "Second Shift": Gendered Labour and the Symbolic Annihilation of Teacher Educators' Work |
| Quelle | In: Journal of Education for Teaching: International Research and Pedagogy, 39 (2013) 3, S.301-313 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-7476 |
| Schlagwörter | Teacher Educators; Higher Education; Females; Labor; Feminism; Faculty Workload; Gender Issues; Research; Faculty Promotion; Recognition (Achievement); Foreign Countries; United Kingdom (England) |
| Abstract | Reflecting on the experience of being a participant in the Work of Teacher Education (WoTE) research, and drawing on conceptualisations of teacher education as "domestic labour," I argue that teacher educators' closeness to classroom practice acts as a determining factor in their symbolic annihilation, a concept usually applied to study of the media that argues that the absence of representation, or underrepresentation, of some groups of people is a means of maintaining social inequality. Teacher educators' necessary closeness to practice affects promotion, academic outputs and recognition and constitutes a two-tier system that closely mirrors "blue collar/white collar" inequalities in wider society, underlining Bourdieu's characterisation of academics as the "dominated fraction of the dominant class". Reviewing data derived from my own practices as a teacher educator in relation, and doing so with reference to the larger WoTE data-set, I argue that the feminised connotations of teacher education work contributes to teacher educators' symbolic annihilation within the public discourse, which includes the wider education community. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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