The teacher's body: discourse, power and discipline in the history of the feminization of teaching

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Title: The teacher's body: discourse, power and discipline in the history of the feminization of teaching
Author: Saavedra, Cinthya Michelle
Abstract: Historical studies of the feminization of teaching have provided important additions to feminist understandings of teaching and education in general . However , most historical accounts of the feminization of teaching have absorbed the body . Teachers are presented as body -less entities . El cuerpo is ignored , passed over , and perhaps denied to the point of invisibility . The absence of the body in educational research is problematic . The purpose of this dissertation is to reveal the images of the body of the teacher in the history of the feminization of teaching (HFT ) texts and to illuminate the discursive impacts on the body of the teacher in HFT texts . Multiple epistemologies of the body provide a theoretical framework and analytical tool to highlight the often -ignored and marginalized body of the teacher . I draw on multiple research methods of deconstruction , genealogical analysis , and carnal metodolog ? ?as to allow for images of the body to emerge and for discursive impacts on the body to surface . Four images of the body are discussed as possibilities : teacher as container , spatial organization of the teacher ? ?s body , teacher ? ?s body as performative , and resisting bodies . The implications of the study suggest a rethinking of the teacher ? ?s body as a vessel of multiple possibilities and counter discourses , beginning in a revolutionary teacher education . Western and androcentric conceptions of educational spaces must be redefined in order to allow for new possibilities for teaching and learning . Unleashing the ? ?unruly ? ? passionate body of the teacher is a subversive act of contingency and critical transformative pedagogies . The study concludes with recommendations for further research intended to broaden the research scope of current educational inquiry . Suggestions for deeper examinations include a genealogical analysis of teaching and the teacher in order to problematize current educational discourses (i .e . , accountability , best practices , child centered , cooperative learning ) . Hybrid methodologies and examinations that center the body in current contexts could generate more discussion about the (im )possibility to carry out liberatory /radical projects in the classroom . Examinations of how research impacts and is impacted by the body could illuminate the inter - intrarelationship that research has with the body .
URI: http : / /hdl .handle .net /1969 .1 /3836
Date: 2006-08-16

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The teacher's body: discourse, power and discipline in the history of the feminization of teaching. Available electronically from http : / /hdl .handle .net /1969 .1 /3836 .

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