Originally published in 1993. This book shows, through the oral histories of ordinary women teachers, that effective prescriptions for change do not come simply from policy-makers. The author focuses on the narratives of three groups of teachers in the USA: Catholic nuns; secular Jewish women; and Black women. For each of these the individual teachers’ narratives have been examined for constructions common to the group and these patterns are assembled into a discourse. Teachers’ self-identities are considered, as are their assessments of the institutions in which they have worked, and their relationships with the pupils. The text examines how the social role of the teacher is constructed by the lives of these women. Incorporating this perspective of diversity into the educational debate, this book argues that these less dominant but important voices shouldn’t be ignored.
1. Introduction 2. Theory, Methodology and Politics in Discourse Collection and Analysis 3. An Existential Discourse of Catholic Women Religious Teachers Working for Social Change 4. A Pragmatic Discourse of Secular Jewish Women Teachers Working for Social Change 5. A Signifying Discourse of Black Women Teachers Working for Social Change 6. Conclusion
Reissuing works originally published between 1945 and 1998, this collection of books on the intersection of gender and education looks at various issues within schools and teaching, from careers of primary school teachers to the experience of single-sex schools, to adult learning provision for women. Some of the books included here look at research undertaken into the issues of gender within education while others consider an individual aspect, such as the education of women in developing countries, or the construction of masculinity. This set offers a wide spread of coverage on a key topic in education.