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| Autor/in | Robert, Sarah A. |
|---|---|
| Titel | Extending Theorisations of the Global Teacher: Care Work, Gender, and Street-Level Policies |
| Quelle | In: British Journal of Sociology of Education, 37 (2016) 3, S.445-464 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| DOI | 10.1080/01425692.2014.940035 |
| Schlagwörter | Professional Identity; Gender Differences; Educational Policy; Foreign Countries; Educational Opportunities; Global Approach; Caring; Teacher Role; Teacher Characteristics; Ethnography; History Instruction; Secondary School Teachers; Semi Structured Interviews; Argentina |
| Abstract | This article is concerned with teachers' negotiation of global transitions premised on improving educational opportunity with implications for professionalism. The study blends sociology of gender, work, and organisations and gender policy analysis to theorise teachers' policy negotiations. I explore how 20 Argentine teachers mediate 3 programmes' demands for care work. Policy as practice and street-level bureaucracy are applied to data to interrogate for gendered boundary work. I propose the addition of care work, gender, and a street-level view to Maguire's global teacher. (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 | 2020/1/01 |
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