Towards a hybrid conceptualisation of Chinese women primary school teachers' changing femininities--A case study of Hong Kong

Towards a hybrid conceptualisation of Chinese women primary school teachers' changing femininities--A case study of Hong Kong

• Luk Fong, Pattie Yuk Yee Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education

Gender & Education, 22(1), 73-86, 2010

Routledge

2010

• A Human Growth & Development
  • AJ Sexual Difference, Bisexual Educational Difference, Sexism in Education
• P Social Context of Education
  • PI Education of Girls & Women, Gender Roles; Gender; Femininities; Masculinities; Sexualities
• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers

Hybridities Globalisation-Localisation Negotiation of Gender Changing Femininities Primary School Teacher Identities Chinese Women Teachers Education & Educational Research

• Hong Kong

• 1997.7 onwards

• Primary Education

In this paper, I posit a hybrid conceptualisation of women teachers' identities in the globalising and localising negotiation of gender. Drawing on Homi Bhabha's theory of hybridities, this paper argues for a fluid, hybrid and multifaceted reality of women teachers' lives in the areas of family, the husband and wife relationship, and the place of the child in the family as they engage in workplaces. The analysis draws on in-depth interviews with 20 Chinese women primary school teachers first individually and then in groups of four or five in Hong Kong where globalisation meets with the indigenous Chinese culture. Implications for teacher education are discussed.
[Copyright of Gender & Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09540250802581834]

• English

Journal Articles

• 09540253

• 10.1080/09540250802581834

https://bibliography.lib.eduhk.hk/bibs/69ba6c12

2010-11-28