Women teachers in Hong Kong: Stories of changing gendered identities

Women teachers in Hong Kong: Stories of changing gendered identities

• Luk Fong, Pattie Yuk Yee Dept. of Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education
• Brennan, Marie School of Education, University of South Australia, Australia

Asia Pacific Journal of Education, 30(2), 213-229, 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

Gendered Identities Women Teachers Hybridity Border Crossing Narratives Woman Education & Educational Research

• Hong Kong

• 1900-1941
• 1941-1945
• 1945-1949
• 1950s
• 1960s
• 1970s
• 1980s
• 1990-1997.6
• 1997.7 onwards

• Unknown or Unspecified

In a time of mass schooling in most parts of the world, the discourse of the owoman primary teachero is often the subject of discourse. Yet most stories of these women teachers emerge from other (Western) contexts, with little known about how changing education processes affect the gendered identities of women in other cultural settings. This paper explores how women teachers negotiate their gendered identities in Hong Kong, where modernization has already mingled with the indigenous Chinese culture. It provides the stories of four Chinese women teachers as they engage in ongoing construction and negotiations of gendered identities over their life histories in Hong Kong. All are ethnically Chinese, of different ages and at different stages of their personal and professional lives, and all have grown up in Hong Kong. A framework of post-colonial concepts of hybridity and border crossing helps to suggest how identity resources develop in relation to a range of contemporary practices which are experienced as both pressures and opportunities. These Chinese women teachers' identities are seen to be complex, fluid and multi-faceted, continually under construction in their daily lives, with changes experienced in both work and family settings.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02188791003721978]

• English

Journal Articles

• 02188791

• 10.1080/02188791003721978

https://bibliography.lib.eduhk.hk/bibs/cf08ba84

2010-11-28