Towards a Hybrid Conceptualisation of Chinese Women Primary School Teachers' Changing Femininities--A Case Study of Hong Kong

Autor/in	Luk-Fong, Pattie Yuk Yee
Titel	Towards a Hybrid Conceptualisation of Chinese Women Primary School Teachers' Changing Femininities--A Case Study of Hong Kong
Quelle	In: Gender and Education, 22 (2010) 1, S.73-86 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Females; Asian Culture; Foreign Countries; Self Concept; Gender Issues; Family Work Relationship; Marriage; Interviews; Elementary School Teachers; Global Approach; Teacher Attitudes; Teacher Education; Case Studies; Hong Kong + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Ausland; Selbstkonzept; Geschlechterfrage; Ehe; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Globales Denken; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Hongkong
Abstract	In this paper, I posit a hybrid conceptualisation of women teachers' identities in the globalising and localising negotiation of gender. Drawing on Homi Bhabha's theory of hybridities, this paper argues for a fluid, hybrid and multifaceted reality of women teachers' lives in the areas of family, the husband and wife relationship, and the place of the child in the family as they engage in workplaces. The analysis draws on in-depth interviews with 20 Chinese women primary school teachers first individually and then in groups of four or five in Hong Kong where globalisation meets with the indigenous Chinese culture. Implications for teacher education are discussed. (Contains 1 figure and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10