O género não importa: Porque as mulheres e o género são ignorados na investigação sobre professores de nível elementar
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Resumo
Embora seja discutível a importância das questões de género na educação, a sua relevância na investigação educacional sobre os professores não é clara. Motivados em parte pelo apelo de Acker (1995-1996) de reforço da investigação focada nas questões de género e nas mulheres na educação, os autores questionam: «o género ainda é importante na educação norte-americana no que diz respeito às mulheres professoras?». Afirmamos que o género é importante num sentido conceptual, mas a nossa extensa revisão crítica da literatura científica sugere o inverso: que os académicos norte-americanos que realizam trabalho empírico no campo da educação parecem não valorizar o género como uma categoria de análise da experiência das professoras. Concluímos que a investigação atual renuncia ao género em prol de outras categorias sociais e enfatiza a investigação sobre jovens professoras e professores do sexo masculino em detrimento da pesquisa sobre mulheres professoras. O artigo termina com recomendações para um aprofundamento das questões de género na investigação sobre as mulheres na educação.
##plugins.themes.bootstrap3.displayStats.downloads##
##plugins.themes.bootstrap3.article.details##
Secção
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
Os/as autores/as mantêm os direitos autorais, sem restrições, e concedem à revista ESC o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional (CC BY-NC-SA). É permitido copiar, transformar e distribuir e adaptar o material em qualquer suporte ou formato, desde que com o devido reconhecimento da autoria e publicação inicial nesta revista, as alterações sejam identificadas e seja aplicada a mesma licença ao material derivado, não podendo ser usado para fins comerciais.
Como Citar
Referências
Abt-Perkins, Dawn, Hauschildt, Patricia, & Dale, Helen (2000). Becoming multicultural supervisors: Lessons from a collaborative field study. Journal of Curriculum and Supervision, 16(1), 28-47.
Acker, Sandra (1995-1996). Gender and teachers’ work. Review of Research in Education, 21(1), 99-162. doi:10.3102/0091732X021001099
Alsup, Janet (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum Associates.
Aronson, Pamela (2003). Feminists or «post-feminists?»: Young women’s attitudes toward feminism and gender relations. Gender and Society, 17(6), 903-922.
Beecher, Catharine E. (1846). The evils suffered by American women and American children: The causes and the remedy. New York: Harper & Brothers.
Berger, Peter L., & Luckmann, Thomas (1966). The social construction of reality: A treatise on the sociology of knowledge. New York: Anchor Books.
Biklen, Sari K. (1995). School work: Gender and the cultural construction of teaching. New York: Teachers College Press.
Bottery, Mike (2006). Education and globalization: Redefining the role of the educational professional. Educational Review, 58, 95-113.
Butler, Judith (1999). Gender trouble: Feminism and the subversion of identity. New York: Routledge.
Butler, Judith (2004). Undoing gender. New York: Routledge.
Davis, Katharine B. (1929). Factors in the sex life of twenty-two hundred women. New York: Harper & Brothers.
Douglas, Susan J. (2010). Enlightened sexism: The seductive message that feminism’s work is done. New York: Times Books.
Drudy, Sheelagh (2008). Gender balance/gender bias: The teaching profession and the impact of feminisation. Gender and Education, 20(4), 309-323. doi:10.1080/09540250802190156
Dworkin, Anthony G. (1987). Teacher burnout in the public schools: Structural causes and consequences for children. New York: State University of New York Press.
Emerick, Charles F. (1909). College women and race suicide. Political Science Quarterly, 24, 269-283.
Fausto-Sterling, Anne (1993, March/April). The five sexes: Why male and female are not enough. The Sciences, 33, 20-25.
Fausto-Sterling, Anne (2000, July/August). The five sexes, revisited. The Sciences, 40, 18-23.
Galman, Sally (2012a). Cinderella goes to the purity ball: An open letter on feminism and girl culture, written to my female undergraduate students. Networking Knowledge, 5(1), 5-22.
Galman, Sally (2012b). Wise and foolish virgins: White women at work in the feminized world of primary school teaching. Lanham, MD: Lexington Press/Rowman & Littlefield.
Galman, Sally, & Mallozzi, Christine A. (2012). She’s not there: Women and gender as disappearing foci in US: Research on the elementary school teacher, 1995-present. Review of Education Research. Retrieved from http://rer.sagepub.com.ezproxy.uky.edu/content/early/recent. doi:10.3102/0034654312453343
Galman, Sally, Pica-Smith, Cinzia, & Rosenberger, Cynthia (2010). Aggressive and tender navigations: Teacher educators confront whiteness in their practice. Journal of Teacher Education, 61(3), 225-236.
Gitlin, Andrew (1996). Gender and professionalization: An institutional analysis of teacher education and unionism at the turn of the 20th century. Teachers College Record, 97(4), 588-624.
Gitlin, Todd (1995). The twilight of common dreams: Why America is wracked by culture wars. New York: Holt Publishers.
Hall, Elaine J., & Rodriguez, Marnie S. (2003). The myth of postfeminism. Gender and Society, 17(6), 878-902.
Harper, Shannon, & Reskin, Barbara (2005). Affirmative action at school and on the job. Annual Review of Sociology, 31(1), 357-379. doi:10.1146/annurev.soc.31.041304.122155
Hausmann, Ricardo, Tyson, Laura D., & Zahidi, Saadia (2010). The global gender gap report 2010. Geneva: World Economic Forum.
Howe, Kenneth R. (2009). Positivist dogmas, rhetoric, and the education science question. Educational Researcher, 38(6), 428-440.
Ingersoll, Richard, & Merrill, Lisa (2010). Who’s teaching our children?. Educational Leadership, 67(8), 14-20.
Jaschik, Scott (2008, May 5). Is Phyllis Schafly worthy of an honorary doctorate?. In Inside Higher Ed. Retrieved from http://www.insidehighered.com/news/2008/05/05/schlafly
Kuhn, Thomas S. (1962). The structure of scientific revolutions. Chicago, IL: The University of Chicago Press.
Lightfoot, Sara L. (1978). Worlds apart: Relationships between families and schools. New York: Basic Books.
Lightfoot, Sara L. (1983). Lives of teachers. In Lee Shulman & Gary Sykes (Eds.), Handbook of teaching and policy (pp. 241-260). New York: Longman.
Liu, Xiaofeng S., & Ramsey, Jase (2008). Teachers’ job satisfaction: Analyses of the teacher: Follow-up survey in the United States for 2000-2001. Teaching and Teacher Education, 24, 1173-1184.
Lopez-Claros, Augusto, & Zahidi, Saadia (2005). Women’s empowerment: Measuring the global gender gap. Geneva: World Economic Forum.
Lortie, Dan (2002). Schoolteacher: A sociological study. Chicago: University of Chicago Press. Original published 1975.
Macdonald, Doune (1999). Teacher attrition: A review of literature. Teaching and Teacher Education, 15(8), 835-848.
Marrais, Kathleen B., & LeCompte, Margaret D. (1998). The way schools work: A sociological analysis of education. White Plains, NY: Longman Publishers.
Martino, Wayne J. (2008). Male teachers as role models: Addressing issues of masculinity, pedagogy and the re-masculinization of schooling. Curriculum Inquiry, 38(2), 189-223. doi:10.1111/j.1467-873X.2007.00405.x
McCarthy, Cameron (2003). Contradictions of power and identity: Whiteness studies and the call of teacher education. International Journal of Qualitative Studies in Education, 16(1), 127-133.
MetLife, Inc. (2005). The MetLife survey of the American teacher: Transitions and the role of supportive relationships: 2004-2005. Broadway, NY: Harris Interactive Inc. Retrieved October 1, 2008, from http://www.metlife.com/teachersurvey
Nail, Paul R., & McGregor, Ian (2009). Conservative shifts among liberals and conservatives following 9/11/01. Social Justice Research, 22(2-3), 231-240.
National Council for Accreditation of Teacher Education (NCATE) (n.d.). Unit Standards in Effect 2008. Retrieved from http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.aspx#concept
National Education Association (2003). Status of the American public school teacher 2000-2001. Washington, DC: National Education Association.
Patton, Michael Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
Quartz, Karen H., Thomas, Andrew, Anderson, Lauren, Masyn, Katherine, Lyons, Kimberly Barraza, & Olsen, Brad (2008). Careers in motion: A longitudinal retention study of role changing among early career urban educators. Teachers College Record, 110(1), 218-250.
Rubin, Gayle (1975). The traffic in women: Notes on the «political economy» of sex. In Rayna R. Reiter (Ed.), Toward an anthropology of women (pp. 157-210). New York: Monthly Review Press.
Sabbe, Elien, & Aelterman, Antonia (2007). Gender in teaching: A literature review. Teachers and Teaching: Theory and Practice, 13(5), 521-538. doi:10.1080/13540600701561729
Schlesinger, Arthur M. (1998). The disuniting of America: Reflections on a multicultural society. New York: W. W. Norton & Company.
Schutz, Aaron (2004). Rethinking domination and resistance: Challenging postmodernism. Educational Researcher, 33(1), 15-23.
Siltanen, Janet, & Doucet, Andrea (2008). Gender relations: Intersectionality and beyond. Oxford, UK: Oxford University Press.
Soffel, Jenny (2011, June 26). Gender bias fought at Egalia preschool in Stockholm, Sweden. Huffington Post. Retrieved from http://www.huffingtonpost.com/2011/06/26/gender-bias-egalia-preschool_n_884866.html
Sumara, Dennis, & Davis, Brent (1999). Interrupting heteronormativity: Toward a queer curriculum theory. Curriculum Inquiry, 29, 191-208.
Tatum, Alfred W. (2005). Teaching reading to black adolescent males: Closing the achievement gap. Portland, ME: Stenhouse.
Titus, Jordan J. (2000). Engaging student resistance to feminism: «How is this stuff going to make us better teachers?». Gender & Education, 12(1), 21.
US Department of Education, National Center for Education Statistics (1997). Public and private school principals in the United States: A statistical profile, 1987-88 to 1993-94 (NCES 97-455). Washington, DC: US Government Printing Office. Retrieved November 4, 2008, from http://nces.ed.gov/pubs/ppsp/97455.asp
US Department of Education, National Center for Education Statistics (2007). The condition of education 2007 (NCES 2007-064). Washington, DC: US Government Printing Office. Retrieved November 4, 2008, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007064
Wayne, Andrew J., & Youngs, Peter (2003). Teacher characteristics and student achievement gains: A review. Educational Researcher, 73(1), 89-122.
Weaver-Hightower, Marcus (2003). The «boy turn» in research on gender and education. Review of Educational Research, 73(4), 471-498.
Weber, Sandra, & Mitchell, Claudia (1995). That’s funny, you don’t look like a teacher! Interrogating images and identity in popular culture. London: Falmer Press.
Weeks, Linton (2011, June 23). End of gender? Around the nation. National Public Radio. Retrieved from http://www.npr.org/2011/06/27/137342682/the-end-of-gender
Young, Michelle D. (2005). Shifting away from women’s issues in educational leadership in the US: Evidence of a backlash?. International Studies in Educational Administration, 33, 31-42.
Zumwalt, Karen, & Craig, Elisabeth (2005). Teachers’ characteristics: Research on the demographic profile. In Marilyn Cochran-Smith & Kenneth M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 111-156). Mahwah, NJ: Erlbaum.