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Title: Doing, Undoing and Redoing: a feminist study of teachers' professional identities.
Author: Hill, Yvonne Mary
ISNI:       0000 0001 3578 5424
Awarding Body: Keele University
Current Institution: Keele University
Date of Award: 2008
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Doing, Undoing and Redoing: a feminist study of teachers' professional identities. The thesis draws on critical policy, sociological and cultural theory as· well as feminism to explore how teachers' identities and conceptions of 'professionalism' are constructed. It is broadly located within a paradigm recently identified as 'ptincipled infidelity' (Wallace, 2005) in order to illuminate how teachers, as active, socially differentiated agents, interact with the political, institutional, emotional and social contexts in which they fmd themselves. The focus here is on enactments of 'professionalism', embedded and embodied in the classroom at key moments in the careers of ,old' and 'new' teachers. Taking 'professionalism' to be a contested category, this thesis explores the familiar metaphor of fabrication surrounding teachers' identities. It unravels the self-fabrication of teacher narratives from inside the secondary school classroom and it unpicks the social-fabrication of teachers' 'professional; identity and the generic consequences of policy changes. The work of teachers is shown to be constructed as a technicist and masculinist cultural project where 'professionalism', is defined in 'standards of competence', 'statements of professional values' and 'codes of professional conduct'. This indicates an intensified level of surveillance on teachers' work, as 'professional' identities are prescribed and regulated through a range of discursive text and disciplinary procedures installed by the state. . Based on a five-year ethnographic project with data collected by a subject mentor working with nine trainee teachers on a PGCE secondary course, this case study specifically explores the dynamics of the mentoring -relationship in ITT. The thesis draws on qualitative, narrative data and critical discourse analysis of text to identify the effects of contextualising teaching as a masculinist cultural project. The purpose of this is to analyse the impact of policy discourse on mediating and shaping the 'professional' as gendered and political categories. The thesis initially foregrounds theoretical concerns surrounding gender and 'professional' identity; it draws on post structural feminism and uses an alternative conceptual framework for assessing the gendered nature of identity formation proposed by Dillabough (1999). This moves away from an instrumental assessment of teachers' professional identities towards a social and political analysis of their constitution. The key question that drives the research is: 'How are teachers' 'professional' identities gendered, mediated and justified through discursive text and what implications does this have for implementing feminist critical pedagogy?
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available