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Gendered discourses surrounding elem...

University of Toronto (Canada).

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Gendered discourses surrounding elementary school teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Gendered discourses surrounding elementary school teachers./
Author:	Button, Linda J.
Description:	295 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2214.
Contained By:	Dissertation Abstracts International69-06A.
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR39660
ISBN:	9780494396605

Gendered discourses surrounding elementary school teachers.
Button, Linda J.

Gendered discourses surrounding elementary school teachers. - 295 p.

Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2214.

Thesis (Ph.D.)--University of Toronto (Canada), 2007.

This study examines social constructions of the gendered teacher as determined by discourses, an area of research in need of further investigation. Specifically, this study identifies and critically examines gendered discourses that surround a group of elementary school teachers in Southern Ontario. Eighteen elementary school teachers including eleven females and seven males volunteered to participate in in-depth interviews. Their responses are analyzed along with three types of education documents: Ontario's Education Act; issues of the Ontario College of Teachers' magazine, Professionally Speaking; and issues of the Elementary Teachers' Federation of Ontario's publication, Voice. Through the perspective of feminist poststructural theory, gendered discourses of elementary teaching are identified and their influence on teachers' work-related experiences is illuminated. Five gendered discourses emerge from an analysis of the data: patriarchy, men as 'inappropriate' teachers, the need for more men teachers, school as an extension of home and women as 'natural' teachers. This study illustrates how these gendered discourses work to limit and homogenize the experiences, social relations, practices and identities of male and female elementary school teachers, respectively. The wider implications of these discourses for the role of the gendered teacher are discussed. These gendered discourses are deconstructed to reveal their conflicts and inconsistencies and show how they act upon the subjectivities of teachers. Recommendations are made for creating spaces in which alternative and more inclusive discourses can be (re)invented that reflect the diverse realities of teachers. Implications for theory and further research also are considered.

ISBN: 9780494396605Subjects--Topical Terms:

516171
Education, Elementary.

Gendered discourses surrounding elementary school teachers.
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020 $a 9780494396605
035 $a (UMI)AAINR39660
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040 $a UMI $c UMI
100 1 $a Button, Linda J. $3 1023326
245 1 0 $a Gendered discourses surrounding elementary school teachers.
300 $a 295 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2214.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2007.
520 $a This study examines social constructions of the gendered teacher as determined by discourses, an area of research in need of further investigation. Specifically, this study identifies and critically examines gendered discourses that surround a group of elementary school teachers in Southern Ontario. Eighteen elementary school teachers including eleven females and seven males volunteered to participate in in-depth interviews. Their responses are analyzed along with three types of education documents: Ontario's Education Act; issues of the Ontario College of Teachers' magazine, Professionally Speaking; and issues of the Elementary Teachers' Federation of Ontario's publication, Voice. Through the perspective of feminist poststructural theory, gendered discourses of elementary teaching are identified and their influence on teachers' work-related experiences is illuminated. Five gendered discourses emerge from an analysis of the data: patriarchy, men as 'inappropriate' teachers, the need for more men teachers, school as an extension of home and women as 'natural' teachers. This study illustrates how these gendered discourses work to limit and homogenize the experiences, social relations, practices and identities of male and female elementary school teachers, respectively. The wider implications of these discourses for the role of the gendered teacher are discussed. These gendered discourses are deconstructed to reveal their conflicts and inconsistencies and show how they act upon the subjectivities of teachers. Recommendations are made for creating spaces in which alternative and more inclusive discourses can be (re)invented that reflect the diverse realities of teachers. Implications for theory and further research also are considered.
590 $a School code: 0779.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Sociology of. $3 626654
650 4 $a Gender Studies. $3 898693
650 4 $a Women's Studies. $3 1017481
690 $a 0340
690 $a 0453
690 $a 0524
690 $a 0733
710 2 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 69-06A.
790 $a 0779
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR39660