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.
In this article I follow genealogical lines of analysis in an attempt to map the different discourses and practices that interweave women’s position in education today. I have theorised education as a nexus of created paradoxical spaces, where the female self has attempted to surpass closed boundaries and to question the dichotomy of the feminised private and/or the masculine public. I have also considered the importance of time restrictions upon women’s lives and have paid attention to the multifarious ways these lives are highly structured by specific space/time regulations. The genealogical cartography I have drawn, depicts various positions, where the female self has created parodic unities and temporary coalitions. Finally in tracing exit points that education has offered women, I have considered some of the implications of feminist theories for the subversion of the various dilemmas and dichotomies the female subject has lived through.
|Keywords||women teachers, history of education, Foucault, feminism, genealogies, emotions, power, embodiment|
|Journal||Gender and Education|
|Journal citation||12 (4), pp. 463-478|
|Accepted author manuscript|
|Web address (URL)||http://dx.doi.org/10.1080/09540250020004108|
|Publication process dates|
|Deposited||08 Nov 2009|
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