"Cheerleaders" and "Mama Bears": Combatting Sexist Teacher Strike Discourse

Autor/inn/en	Hardman, Sara; de Rezende Rocha, Tomas
Titel	"Cheerleaders" and "Mama Bears": Combatting Sexist Teacher Strike Discourse
Quelle	In: Studies in Philosophy and Education, 42 (2023) 4, S.367-387 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hardman, Sara) ORCID (de Rezende Rocha, Tomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-023-09883-7
Schlagwörter	Teachers; Teacher Strikes; Gender Bias; Discourse Analysis; Language Usage; Females; Negative Attitudes; Teacher Attitudes; Moral Issues; Decision Making + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Lehrerstreik; Geschlechterstereotyp; Diskursanalyse; Sprachgebrauch; Weibliches Geschlecht; Negative Fixierung; Lehrerverhalten; Moraltheorie; Decision-making; Entscheidungsfindung
Abstract	Teacher strikes have taken place in the United States since the end of the 19th century, became much more common in the 1960s, and have enjoyed a resurgence over the past five years (2018-2023). In this paper, we analyze teacher strikes with two main objectives. First, we examine how sexism and misogyny impact discourse around teacher strikes, as well as the justifications that teachers themselves give for striking. We find that teachers are at risk of being deemed 'immoral' unless they justify their decision to strike by appealing to their being in the service of others. Pressure to adopt this framing not only negatively impacts teachers' dignity as human beings deserving of adequate compensation and working conditions, but it also inadvertently upholds unjust patriarchal norms regarding teaching as care work. In the second part of this paper, we put forward alternative framings teachers can adopt in justifying their decisions to strike. The framings are rooted in philosophical literature that allows for self-regarding actions to be recognized as properly moral in certain circumstances. We argue that by extending this recognition to teachers who strike, we combat covert sexist expectations and uphold the dignity of teachers as persons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01