Writing Feminist Genealogies

Article

Tamboukou, M. 2003. Writing Feminist Genealogies. Journal of Gender Studies. 12 (1), pp. 5-19.
AuthorsTamboukou, M.
Abstract

In this paper I consider the critical role of auto/biographies in the writing of a
Foucauldian genealogy of women teachers at the turn of the nineteenth century in Britain. In isolating points of convergence between feminist theories and the Foucauldian genealogical project, I explore the deployment of self-technologies of women teachers in a particular historical stage and geographical site, which I have identified as having a particular genealogical significance. What I suggest is that a genealogical approach to women teachers’ auto/biographical writings at the turn of the century, creates new perspectives from where to theorise the different modes in which they chose to mould themselves and calls into question given discourses surrounding the persona of the woman teacher.

Keywordsauto/biographies, genealogies, feminism, technologies of the self, women teachers, history of education, Foucault
JournalJournal of Gender Studies
Journal citation12 (1), pp. 5-19
ISSN0958-9236
1465-3869
Year2003
Accepted author manuscript
License
CC BY-ND
Web address (URL)http://dx.doi.org/10.1080/0958923032000067781
http://hdl.handle.net/10552/386
Publication dates
PrintMar 2003
Publication process dates
Deposited08 Nov 2009
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Tamboukou, M. (2003) ‘Writing feminist genealogies’ Journal of Gender Studies 12 (1) 5-19.

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The paradox of being a woman teacher
Tamboukou, M. 2000. The paradox of being a woman teacher. Gender and Education. 12 (4), pp. 463-478.
Erasing sexuality from the blackboard
Tamboukou, M. 2002. Erasing sexuality from the blackboard. Australian Feminist Studies. 17 (38), pp. 135-149.
Visual Silences, Nomadic Narratives
Tamboukou, M. 2008. Visual Silences, Nomadic Narratives. Auto/biography Yearbook.
Nomadic subjects: Young black women in Britain
Tamboukou, M. and Ball, Stephen J. 2002. Nomadic subjects: Young black women in Britain. Discourse: Studies in the Cultural Politics of Education. 23 (3), pp. 267-284. https://doi.org/10.1080/0159630022000029777
Interrogating the emotional turn: Making connections with Foucault and Deleuze
Tamboukou, M. 2003. Interrogating the emotional turn: Making connections with Foucault and Deleuze. European Journal of Psychotherapy, Counselling & Health. 6 (3), pp. 209-223.
Tracing heterotopias: writing women educators in Greece
Tamboukou, M. 2004. Tracing heterotopias: writing women educators in Greece. Gender and Education. 16 (2), pp. 187-207.
Rethinking the political subject: narratives of parrhesiastic acts
Tamboukou, M. 2005. Rethinking the political subject: narratives of parrhesiastic acts. International Journal of Critical Psychology.
Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa
Tamboukou, M. 2006. Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa. Gender and Education. 18 (3), pp. 231-250.
Re-imagining the narratable subject
Tamboukou, M. 2008. Re-imagining the narratable subject. Qualitative Research. 8 (3), pp. 283-292.
Machinic Assemblages: Women, Art Education and Space.
Tamboukou, M. 2008. Machinic Assemblages: Women, Art Education and Space. Discourse: Studies in the Cultural Politics of Education. 29 (3), pp. 359-375.