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Power teachers: Thinking of female primary school teachers’ power and authority
Chen, Li wen
Yang, Hsing Chen
female primary school teacher;feminist pedagogy;power;authority;narrative inquiry
|Issue Date: ||2011-05-26 10:26:11 (UTC+8)|
This research is mainly from caring for the teaching situation of female primary school teachers teaching in the campus life. Using the narrative inquiry approach, and invited two female primary school teachers joining our research; through our narrative inquiry and dialogue, we intends to describe the experience of female primary school teachers’ power and authority in campus. Using feminist pedagogy as frame, and putting personal narrative into sociological imagination, we explore the construct process and meaning of female primary school teachers’ powers and authority. Then we have more professional recognition for "" female primary school teachers"".
From narrative inquiry of the two collaborators in the research, we got the following two subjects as discussions:
(1) Before exploring the trace of power / authority, we got to understand teachers’ cultural context and practical experience:
Female teachers in the social structure and campus organizations, their powers and authority are affected by personal background and their social context, gender power relations and the impact of the campus. The concept and practice plight responses many problems and limitations of the social structure. However, high reflexivity and agency power of female primary school teachers who practice impetus for the life journey of learning and change into the opportunity to use the power / authority to create “same youth, different stories.""
(2) Elementary female teachers have the power and authority of the practice of multiple meaning:
Because gender-based social structure and power relations organizations, the contradictions of power and authority, conflicts and problems actually reflected structural problems. There is not ""one size fits all"" power / authority strategy. Using power / authority is ""depending on "". Female teachers’ emotional labor even more reflected their professional labor authority. Gender and other differences, teachers’ powers / authority have to be patient to ""wait"" until when students can really feel the subject voice is safe, then they can trigger the increase of empower, and nurture students the ability of critical thinking and action, then build a multi-voices classroom . Female Primary school teachers in using power / authority need more self-care, let students and the communities understand their situation and needs, then build a kind and friendly campus and community for female teachers.
Finally, the research recommended follow-up suggestions, as the outlook of female primary school teachers’ story restarting.
|Appears in Collections:||[人類性學研究所] 博碩士論文|
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