Teachers Performing Gender and Belonging: A Case Study of How SENCOs Narrate Inclusion Identities

Autor/in	Woolhouse, Clare
Titel	Teachers Performing Gender and Belonging: A Case Study of How SENCOs Narrate Inclusion Identities
Quelle	In: Gender and Education, 27 (2015) 2, S.131-147 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2014.992300
Schlagwörter	Inclusion; Special Needs Students; Coordinators; Focus Groups; Interviews; Biographies; Rhetorical Criticism; Professional Identity; Inservice Teacher Education; Masters Programs; Gender Differences; Gender Issues; Caring; Career Development; Teacher Surveys; Teacher Attitudes; Case Studies; Foreign Countries; Qualitative Research; United Kingdom + Suchen Sie Ihr Suchwort? Inklusion; Sonderpädagogischer Förderbedarf; Koordinator; Interviewing; Interviewtechnik; Biography; Biografie; Biographie; Lehrerfortbildung; Magister course; Magisterstudiengang; Geschlechterkonflikt; Geschlechterfrage; Care; Pflege; Sorge; Betreuung; Berufsentwicklung; Lehrerverhalten; Case study; Fallstudie; Case Study; Ausland; Qualitative Forschung; Großbritannien
Abstract	This paper investigates how the narratives Special Educational Needs Co-ordinators (SENCOs) tell can be framed as social, discursive practices and performances of identity by analysing accounts offered in focus groups and life history interviews. I explore how the narratives deployed demonstrate an engagement with a rhetoric about who works in inclusive education. I argue that this rhetoric informs the materialisation of what Butler terms an "intelligible identity" (1993, 2004), one which might be identified as a SENCO identity because it is gendered as feminine and caring. However, I explore how some of these narratives simultaneously negotiate and refigure rhetorical constructions of intelligible identities by invoking a child-centred warrior persona to alternatively iterate belonging to the special educational needs community. Thus my analysis considers the potential for personal narratives to decouple gender from a rhetoric of caring and identifies potential alternatives for claiming a SENCO identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01