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ERIC Number: EJ1104412
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: N/A
University-Based Professional Learning for Women Teachers and the "To Care" or "To Lead" Dilemma
Done, Elizabeth J.; Murphy, Mike; Knowler, Helen
Professional Development in Education, v42 n4 p610-627 2016
The authors consider the recasting of teaching as leadership with reference to school principals or heads and claim that many women teachers decline such senior roles and instead prioritize an ethics of care in resistance to neoliberal performative educational cultures. A future-orientated poststructuralist version of authenticity or authentic practice derived from Deleuze and Guattari, Foucault and Grosz is introduced that does not risk reinforcing gender stereotypes and a consequent political marginalization of women teachers. Grosz mobilizes the concept of authentic futurity in relation to feminism, but the authors contend that this concept might usefully provide women teachers with a less potentially marginalizing lexicon of resistance, and facilitate localized initiatives informed by an affirmative poststructuralist ethics embracing contingency and relationality. Care is interpreted as supporting virtual potentialities and their actualization. The Deleuzo-Guattarian concepts of "becoming-woman" and "becoming-imperceptible" are explained in relation to "active listening" as a leadership "skill." The importance of university-based professional learning in addressing variations in professional capital and problematizing tired neoliberal discourses concerning leadership, teacher quality and ethics is emphasized throughout the paper.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A