University-Based Professional Learning for Women Teachers and the "To Care" or "To Lead" Dilemma

Autor/inn/en	Done, Elizabeth J.; Murphy, Mike; Knowler, Helen
Titel	University-Based Professional Learning for Women Teachers and the "To Care" or "To Lead" Dilemma
Quelle	In: Professional Development in Education, 42 (2016) 4, S.610-627 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2014.948690
Schlagwörter	Women Faculty; Faculty Development; Professional Education; Ethics; Caring; Resistance (Psychology); Educational Practices; Neoliberalism; Organizational Culture; Feminism; Womens Education; Womens Studies; College Role + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Berufsausbildung; Ethik; Care; Pflege; Sorge; Betreuung; Resistenz; Bildungspraxis; Neo-liberalism; Neoliberalismus; Unternehmenskultur; Feminismus; 'Women''s education'; Frauenbildung
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01