Session Information
23 SES 10B, Unpacking the Backstage of a European Educational Research Project: Profknow – Professional Knowledge in Education and Health
Symposium
Time:
2008-09-12
14:45-16:15
Room:
B1 114
Chair:
Ingolfur Asgeir Johannesson
Discussant:
Michael F D Young
Contribution
Gender is a powerful source of signification, bodily as well as symbolically. The organisation of the world and its systems of signification is thus intimately linked to each other, often enough, and ad hoc, in ways which give privilege to the masculine side. Masculinity is by this the positive sign in systems of significations, femininity is the opposite. According to this, we could expect that masculine/feminine codices of daily life and work allow us to analyse its power structures, and the ways in which these are lived by humans of both sexes. Within a world, still dominated by masculine powers, the politics of gender now takes many forms, but issues of gender remains a controversial subject in many areas of social life, including the spheres of education and feminism itself.
In this paper, we address the movements of educational restructuring and teacher professionalization from this gender-sensitive approach. Teacher’s life and work is in our focus and on basis of interviews and life-story narratives with teachers in England, Greece, Spain and Sweden we present variances of how work conditions and experiences are given masculine and feminine codifications and how these systems of signification are embodied in the narrations of policies and educational changes over time. Our key questions are: How have gender codifications been embodied in ideas about teachers work and professionalization, and, what differences are there, and what do they tell about the diversification of world-powers within these movements?
References
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