E-Book Overview
This book highlights the difficulties that women working as managers and leaders in initial teacher education face. Teacher education is at the forefront of education reforms and yet little is known about the professional lives of those who work within it. Whereas many women are moving into positions of authority in teacher training, some existing women managers are being marginalized within new internally differentiated layers of managerial structures. Yet other female managers, mainly new appointees, seem to endorse the discourses associated with new managerialist practices. Simultaneously some women who manage in teacher training are engaged in a struggle for survival individually and professionally. In the main, men seem to be missing from authority positions and will conclude that, in the current climate, the management of teacher training is ‘no job for a man’.
E-Book Content
Palgrave Studies in Gender and Education
Gender, Management and Leadership in Initial Teacher Education Managing to Survive in the Education Marketplace? Barbara Thompson
Palgrave Studies in Gender and Education Series Editor Yvette Taylor School of Education University of Strathclyde Glasgow, United Kingdom
This Series aims to provide a comprehensive space for an increasingly diverse and complex area of interdisciplinary social science research: gender and education. Because the field of women and gender studies is developing rapidly and becoming ‘internationalised’ – as are traditional social science disciplines such as sociology, educational studies, social geography, and so on – there is a greater need for this dynamic, global series that plots emerging definitions and debates and monitors critical complexities of gender and education. This series has an explicitly feminist approach and orientation and attends to key theoretical and methodological debates, ensuring a continued conversation and relevance within the well-established, inter-disciplinary field of gender and education. The series combines renewed and revitalised feminist research methods and theories with emergent and salient public policy issues. These include pre-compulsory and post-compulsory education; ‘early years’ and ‘lifelong’ education; educational (dis)engagements of pupils, students and staff; trajectories and intersectional inequalities including race, class, sexuality, age and disability; policy and practice across educational landscapes; diversity and difference, including institutional (schools, colleges, universities), locational and embodied (in ‘teacher’–‘learner’ positions); varied global activism in and beyond the classroom and the ‘public university’; educational technologies and transitions and the (ir)relevance of (in) formal educational settings; and emergent educational mainstreams and margins. In using a critical approach to gender and education, the Series recognises the importance of probing beyond the boundaries of specific territorial-legislative domains in order to develop a more international, intersectional focus. In addressing varied conceptual and methodological questions, the Series combines an intersectional focus on competing – and sometimes colliding – strands of educational provisioning and equality and ‘diversity’, and provides insightful reflections on the continuing critical shift of gender and feminism within (and beyond) the academy.
More information about this series at http://www.springer.com/series/14626
Barbara Thompson
Gender, Management and Leadership in Initial Teacher Education Managing to Survive in the Education Marketplace?
Barbara Thompson University of Chichester Chichester, United Kingdom
Palgrave Studies in Gender and Education ISBN 978-1-137-49050-6 ISBN 978-1-137-49051-3 DOI 10.1057/978-1-137-49051-3
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