The Gendered Construction of Teachers' Identities and Practices: Feminist Critical Discourse Analysis of Policy Texts in Ireland

Autor/in	Simmie, Geraldine Mooney
Titel	The Gendered Construction of Teachers' Identities and Practices: Feminist Critical Discourse Analysis of Policy Texts in Ireland
Quelle	In: Gender and Education, 35 (2023) 3, S.282-298 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simmie, Geraldine Mooney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2023.2167944
Schlagwörter	Gender Differences; Educational Change; Professional Identity; Teacher Attitudes; Politics of Education; Teacher Education; Professional Autonomy; Foreign Countries; Feminism; Educational Policy; Policy Analysis; Teacher Effectiveness; Social Status; Neoliberalism; International Organizations; Lifelong Learning; Standards; Professionalism; Ireland + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Bildungsreform; Lehrerverhalten; Educational policy; Bildungspolitik; Lehrerausbildung; Lehrerbildung; Berufsfreiheit; Ausland; Feminismus; Politics of education; Politikfeldanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sozialer Status; Neo-liberalism; Neoliberalismus; International organisation; International organisations; International organization; Internationale Organisation; Life-long learning; Lebenslanges Lernen; Standard; Professionalität; Irland
Abstract	While gender and education studies abound, there are fewer studies examining how the gendered construction of teachers' identities and practices are enabled, and constrained, in policy and research. Here, I conduct a "Feminist Critical Discourse Analysis" of this gendered construction in four policy texts in teacher education in Ireland, set within a neoliberal imaginary playing-out across OECD countries, and in mainstream research of teacher effectiveness. The analysis uses a metaphor of confinement to trouble the problem, and to generate wider representations and emancipatory possibilities. The findings reveal how this reform ensemble in Ireland acts more often than not in sync with a global education reform movement in gender-blind ways to constrain, if not actively confine (mostly women) teachers' voices and agency, often in assumed, theory-weak and patriarchal ways. The study foregrounds the gendered politics of teacher education within a pressing need for egalitarian rather than conservative gender discourses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01