Disruptions of Teachers' Gendered Identities through Bodies and Dress: 'Foreign' Women Teaching English in South Korea

Autor/in	Chesnut, Michael
Titel	Disruptions of Teachers' Gendered Identities through Bodies and Dress: 'Foreign' Women Teaching English in South Korea
Quelle	In: Gender and Education, 32 (2020) 2, S.194-210 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1451623
Schlagwörter	Foreign Countries; Females; Women Faculty; Foreign Nationals; Language Teachers; English (Second Language); Second Language Instruction; Clothing; Human Body; Cultural Differences; Gender Bias; College Faculty; South Korea + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Ausländer; Ausländerin; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Kleidung; Menschlicher Körper; Kultureller Unterschied; Geschlechterstereotyp; Fakultät; Korea; Republik
Abstract	Within studies of education-related identities, the connections between gendered identities, place, and teachers' bodies and dress have been under-examined. This ethnographic interview study begins discussing these connections by examining the experiences of three women who travelled to South Korea as English language teachers and their initial gendered experiences within this 'new place' and its figured worlds of bodies and dress. In these initial encounters with Korean figured worlds, these women experienced unexpected and unfamiliar meanings being given to women's dress and bodies, and unexpected and unfamiliar spoken interactions regarding women's dress and bodies. These two distinct phenomena challenged and disrupted long-held feelings and understandings of bodies, dress, and gender, with implications for these teachers' classes and careers. This study highlights the importance of bodies and dress on teacher identities, and how challenges to gendered identities may contribute to the marginalization of some women within English language teaching in East Asia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01