Preservice Teachers Respond to And Tango Makes Three: Deconstructing Disciplinary Power and the Heteronormative in Teacher Education

This study employs Foucauldian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing ‘homosexuality,’ ‘education’ and ‘teacher’ in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses found in newspaper stories involving teachers and public schools that address conflicting views of homosexuality. The macro context analysis indicates two binary teacher subject positions: martyred (unemployed) teacher/silent (employed) teacher and sophisticated teacher/unsophisticated teacher. The micro context analysis is of preservice teachers\u27 responses to And Tango Makes Three, a picture book by Richardson and Parnell. This analysis demonstrates how preservice teachers take up and negotiate teacher subject positions found in the macro analysis. Combined, the analyses allow the researchers to consider how preservice teachers\u27 performances of teacher subjectivity open up possibilities for re-imagining new teacher subject positions and what this might mean for the practice of teacher educators

Deconstructing and reconstructing professionalism: the 'professional' demands of the PCET teacher education programme in the UK

Professionalism has assumed the level of obligation in both the training and practice of teachers in the Lifelong Sector (LLS) in the UK. Responding to the demands of professionalism has been seen both by teachers and trainees as a source of tension and distress. In effect, many practitioners and trainees in the field have become less enthusiastic and less attracted to work in the field because of the culture of performativity that some elements of professional demand attract and in some cases, fail to see themselves as professionals. This paper responds to this situation in two ways. First, it offers a new construct of understanding the multiple demands of ‘professionalism’ which categorises elements of professionalism into three categories of subject knowledge, pedagogical and procedural professionalism. Second, it reports the findings of a small pilot research on the disposition of trainee teachers towards the professionalism module of their training programmes. Though only a pilot study, the research found a paradoxical relationship between trainees and professionalism as trainees felt less like professionals because of the demands and imposition of conditions of procedural professionalism. Also, the pilot study established that among the group investigated, the major source of tension and distress is the demand of procedural professionalism. Finally, the study suggests that trainees are better able to accommodate the demands through appropriate classification that is offered by the new construct

Friendships worth fighting for:bonds between women and men karate practitioners as sites for deconstructing gender inequality

Ways of doing our relationships are embedded with ways of ‘doing gender’ (Jamieson 1997 ; West and Zimmerman 1987 ). Doing gender is a social, interactive, act, done relationally to the specifi c setting and people present, and embedded with ways of performing diff erences that re/create the distinct categories of man and woman (West and Zimmerman 1987 ). Th e perceived diff erences between what it is to ‘be a man’ and what it is to ‘be a woman’ not only entail distinct expectations of what women and men should do and howthey should present themselves in social situations, but are also used to legitimize a gender hierarchy that subordinates women, and what women do (Connell 2009 ). As a woman doing gender thus entails doing/being subjected to subordination. Th e extent to which our relationships refl ect traditional, hierarchically distinct, ways of doing gender vary – some relationships may strongly recreate notions of diff erence that subordinate women, whilst others might render certain notions of diff erence unviable, and in the process, begin to ‘undo’ gender (Deutsch 2007 ). As such, how we ‘do’ our relationships can impact the extent to which we recreate a gender hierarchy that subordinates women

Reading The Silences Within Critical Feminist Theory

This paper reviews the literature produced on gender and critical literacy, particularly research which has drawn on Kristeva's (1986) three tier model of women's work to inform critical feminist literacy curriculum. It examines the strengths and limitations (silences) in this literature, and then proposes an alternative reading of Kristeva which draws on the work of postcolonial theorists. A postcolonial interpretation of Kristeva's (1986) theory of how the sign or representation of `woman' is constructed enables an analysis of the `difference' within the category `woman' not only the relational `difference' symbolically constructed between `man' and `woman'. Kristeva (1986) proposes that in the space of the postmodern nation, such as Australia, symbolic representation in the form of the sign of `woman' is constituted in and through three temporal relations. Kristeva's three temporal relations can be described as: (1) Monumental time (eternity), (2) Cyclic time, and (3) Linear or cursive time. From this perspective, the present of women's time (monumental, cyclical and linear) is a zone of representational instability. That is, the representation of women in and through the sign `woman' becomes the site of continual challenge and reconstruction. It is from this instability of cultural signification that the literary canon comes to be articulated as a dialectic of various temporalities - modern, colonial, postcolonial, feminist, post feminist, poststructural feminism(s), `native', traditional - that cannot be a knowledge that is stablized in enunciation. In this time, `woman' does not signify the female body as an a priori historical presence, a discursive object; but a discursive subject constructed in the performance of the narrative

‘Approve to Decline’: A feminist critique of ‘Fairness’ and ‘Discrimination’ in a case study of EEO in the New Zealand Public Sector

The present paper aims to look at the contexts of meanings that surround Equal Employment Opportunities (EEO) in practice, particularly for issues of gender justice. At the heart of the paper is a critical appraisal of one EEO event; an example drawn from the New Zealand public sector where claims to ‘gender disadvantage’ is made by an employee and responded to by the agency to which the claim is made. The event is representative of an instance where all parties are equally claiming the need to further EEO and fairness. By deconstructing the language and context of EEO in practice, the paper argues the point that EEO policy is not implemented in discursively uncontested contexts. At a substantive level, the paper builds on feminist theoretical perspectives of social justice, and questions if the contemporary frameworks of meaning in the public sector can support transformations of relationships of disadvantage. More pertinently, it asks if the “removal of unfair disadvantage”, on which EEO strategies are based, constitutes the promotion of social and gender justice

Women and Intertextuality: On the Example of Margaret Atwood’s The Penelopiad

The aim of the study is to consider feminist retellings of myths and legends. As an example, Margaret Atwood’s book The Penelopiad is analyzed. The interpretation is situated in a broader context of intertextual practices characteristic of the feminist vision of literature. I present the ideas which Atwood shares with authors engaged in women’s movement. Among these there is Atwood’s understanding of intertextuality (noticeable especially in The Penelopiad). Bibliographical basis of the study comprises books which are fundamental to feminist and gender criticism (e.g. Poetics of Gender, ed. by N. Miller, New York 1986; S. M. Gilbert, S. Gubar The Madwoman in the Attic. The Woman Writer and the Nineteenth- Century Literary Imagination, New Haven and London 1984). What is more, the study refers to the books which allow considering the notion of intertextuality (G. Allen, Intertextuality, London and New York 2010, J. Clayton. E. Rothstein (eds.), Influence and Intertextuality in Literary History, Wisconsin 1991) and connecting the interpretation with the problems crucial to contemporary literary studies (L. Hutcheon L. A Poetics of Postmodernism. History, Theory, Fiction, New York and London 1988, B. Johnson, A World of Difference, Baltimore and London 1989)

Intersectionality queer studies and hybridity: methodological frameworks for social research

This article seeks to draw links between intersectionality and queer studies as epistemological strands by examining their common methodological tasks and by tracing some similar difficulties of translating theory into research methods. Intersectionality is the systematic study of the ways in which differences such as race, gender, sexuality, class, ethnicity and other sociopolitical and cultural identities interrelate. Queer theory, when applied as a distinct methodological approach to the study of gender and sexuality, has sought to denaturalise categories of analysis and make normativity visible. By examining existing research projects framed as 'queer' alongside ones that use intersectionality, I consider the importance of positionality in research accounts. I revisit Judith Halberstam's (1998) 'Female Masculinity' and Gloria Anzaldua's (1987) 'Borderlands' and discuss the tension between the act of naming and the critical strategical adoption of categorical thinking. Finally, I suggest hybridity as one possible complementary methodological approach to those of intersectionality and queer studies. Hybridity can facilitate an understanding of shifting textual and material borders and can operate as a creative and political mode of destabilising not only complex social locations, but also research frameworks

Analysing children's accounts using discourse analysis

Discourse analytic approaches to research depart from understandings of the individual and of the relation between language and knowledge provided by positivist and post-positivist approaches. This chapter sets out to show what this might mean for studying children’s experiences through, for example, interview-based research, and how a discourse analytic approach may bring into play conceptual resources that are particularly valuable for research with children. First and foremost, discursive approaches highlight the interpretive nature of any research, not only that with children. As a consequence, they challenge the conventional distinction between data collection and analysis, question the status of research accounts and encourage us to question taken-for-granted assumptions about distinctions between adults and children. Hence our emphasis in this chapter is on the active and subjective involvement of researchers in hearing, interpreting and representing children’s ‘voices’

Deconstructing Development

Whether it is being praised or excoriated, defended or condemned, the concept of development shapes and dominates our thinking about the Third World. Indeed development has evolved into an essentially incontestable paradigm with such a hold on our collective imaginations, that it is almost impossible to think around or beyond it. This article, however, interrogates development to its very core, demonstrating that although it is presented as something that is universal, natural and inevitable, in truth it is part of the Western political and cultural imagination. Moreover, the interlocking ideological assumptions that support this paradigm are inherently hierarchical and by definition privilege certain societies, cultures and institutions while disparaging others. This critique traces how development began, how it has evolved and expanded in theory and practice over the last fifty years, and the evolution and influence of the institutions that determine its content. It also considers the implicit ideology that underpins development, as well as how and why it has come to feel almost inevitable and natural despite its short and disappointing history. While no new meta-narrative is posed, we nonetheless turn to imagining a world that does not demand that people 'develop' into something other than what they are.

Constructing the subject, deconstructing the text: the feminist other in Achebe's Anthills of the Savannah

The paper begins with a reminder of early criticism on traditional feminism and then traces the beginnings of occasional opposition leading to provocative positions through representative works and criticisms of some writers and critics. The paper, therefore, identifies a trilogy and moves to uphold the last of the trilogy which might startle the revolutionary feminist because it is more accommodating in its gender approach than the revolutionist would aspire to in dismantling the hegemonic phallus. It submits that there is certainly revelation in deconstructing, transforming, re-inscribing and negotiating "male patriarchy" as this leads to a conversation that empowers its readers to soft-pedal on both anti-masculinity and anti-femininity, an argument towards policy reform on gender. In doing this, it uses nego-feminist theory to locate and critique Chinua Achebe's sudden change from anti-thesis of feminism to gender justice through his last novel, Anthills of the Savannah. However, it hypothetically praises Achebe's stand for being feminist and then questions it for being improperly feminist