The paradox of being a woman teacher

Tamboukou, Maria (2000) ‘The paradox of being a woman teacher’, Gender and Education, 12(4), pp. 463-478.

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Official URL: http://dx.doi.org/10.1080/09540250020004108

Abstract

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.

Item Type: Article
Additional Information: Citation: Tamboukou, M. (2000), ‘The paradox of being a woman teacher’, Gender and Education, 12 (4), 463-478..
Divisions: Schools > Law and Social Sciences, School of
Depositing User: Professor Maria Tamboukou
Date Deposited: 08 Nov 2009 00:34
Last Modified: 27 Sep 2012 12:00
URI: http://hdl.handle.net/10552/387

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