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2012, ISBN: 9789814021814
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2012, ISBN: 9789814021814
Issues of Globalisation and Localisation, eBooks, eBook Download (PDF), 2013, This book discusses issues related to teachers' identities and life choices when globalisation and localisati… Mehr…
ISBN: 9789814021814
This book discusses issues related to teachers’ identities and life choices when globalisation and localisation are enmeshed. It examines how competing cultural traditions and contexts ac… Mehr…
Teachers' Identities and Life Choices: Issues of Globalisation and Localisation (Education in the Asia-Pacific Region: Issues, Concerns and Prospects Book 19) - neues Buch
2012
ISBN: 9789814021814
Springer, Kindle Edition, Auflage: 2013, 190 Seiten, Publiziert: 2012-11-08T00:00:00.000Z, Produktgruppe: Digital Ebook Purchas, Psychiatry, Other Branches of Medicine, Medical & Healthca… Mehr…
ISBN: 9789814021814
*Teachers' Identities and Life Choices* - Issues of Globalisation and Localisation / pdf eBook für 96.49 € / Aus dem Bereich: eBooks, Fachthemen & Wissenschaft, Sozialwissenschaften Medie… Mehr…
ISBN: 9789814021814
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Detailangaben zum Buch - Teachers' Identities and Life Choices
EAN (ISBN-13): 9789814021814
ISBN (ISBN-10): 9814021814
Erscheinungsjahr: 2012
Herausgeber: Springer Singapore
170 Seiten
Sprache: eng/Englisch
Buch in der Datenbank seit 2012-03-26T07:54:07+02:00 (Berlin)
Detailseite zuletzt geändert am 2024-03-09T12:36:03+01:00 (Berlin)
ISBN/EAN: 9789814021814
ISBN - alternative Schreibweisen:
981-4021-81-4, 978-981-4021-81-4
Alternative Schreibweisen und verwandte Suchbegriffe:
Autor des Buches: fong, keith, lamprecht
Titel des Buches: choices one, life
Daten vom Verlag:
Autor/in: Pattie Luk-Fong
Titel: Education in the Asia-Pacific Region: Issues, Concerns and Prospects; Teachers' Identities and Life Choices - Issues of Globalisation and Localisation
Verlag: Springer; Springer Singapore
170 Seiten
Erscheinungsjahr: 2012-11-08
Singapore; SG
Sprache: Englisch
96,29 € (DE)
118,00 CHF (CH)
Available
XVIII, 170 p.
EA; E107; eBook; Nonbooks, PBS / Pädagogik/Bildungswesen; Lehrerausbildung; Verstehen; Border crossing; Chinese Teachers; Confucian Cultural Traditions; Confucian Self and cardinal relationship; Educational Reform; Gender equity; Globalisation; Life Choices; Teacher Identity; Teachers' work and stress; B; Teaching and Teacher Education; International and Comparative Education; Cross-Cultural Psychology; Counseling Psychology; Gender Studies; Education; Bildungssysteme und -strukturen; Sozialpsychologie; Psychologie; Gender Studies: Gruppen; BB
This book discusses issues related to teachers’ identities and life choices when globalisation and localisation are enmeshed. It examines how competing cultural traditions and contexts acted as resources or/and constraints in framing teachers’ identities and their negotiations in the family and the work domains according to their gender positioning, their roles in the family such as husband, wife, father, mother, brother, sister, son and daughter and roles in the school such as principal, senior teacher or regular teacher. Contrary to an essentialist approach to identity and culture, teachers’ stories show that their identities and life choices were hardly free choices; but were often part and parcel of the culture and contexts in which they were embedded.
Teachers’ identities are found to be fluid, complex, hybrid and multifaceted. Using Hong Kong as a case study, this book provides not only traces of the continuity and changes of Confucian self and cardinal relationships but also a glimpse of how educational reform as neo-capitalist discourses in the workplace interacts with Confucian cultural traditions creating new hybrid practices (problems or possibilities or both) in the school and in the daily lives of teachers.
.Introduction Hybridities, border crossing and yin-yang Methodology Dialectics of the Chinese culture: Continuities and changes in the Confucian order ) yin yang Intergenerational issues concerning primary school teachers Teachers' professional identities and career choices when education reforms meet with Confucian cultural heritage in education Mid-life secondary female teachers' identities, work and work-life interface Struggling with gender borders: Implications for gender equity for the next generation Conclusion
‘The work on teacher identity tends to be “inward looking” i.e within the field only, whereas this [book] links broader issues to the lived experiences of actual teachers. The Hong Kong experience will have broad relevance – and not just in Confucian-heritage cultural settings. In addition, the accessible writing and broad contextualisation regarding globalisation suggest it will be very relevant to educators in most countries. I think it (this book) would complement recent work on teacher identity by major figures such as Janet Alsup, June, Beynon, or Ian Hextall, and update some of the older work e.g. Andy Hargreaves, Ivor Goodson etc’
- Professor Marie Brennan, Victoria University, Melbourne
- Professor Kerry Kennedy, Hong Kong Institute of Education, Hong Kong
, 2011). She co-edited with Dr Lee Man Yuk Ching the book, ‘School Guidance: Trends and Practices” (Hong Kong University Press, 2011). Dr Luk-Fong is a founding member of the HKIEd’s Gender Matters Group, and the Consortium of Institutes on Family in the Asian region (CIFA). She was also the recipient of the Award for Outstanding Contribution toSchool-Based Family Counselling (Oxford Symposium in School-Based Family Counselling) in 2011.
LUK-FONG Yuk Yee Pattie Competing Contexts for Developing Personal and Social Education in Hong Kong” Comparative Education Towards a Hybrid Conceptualization of Chinese Women Primary School Teachers’ Changing Feminities – A Case Study of Hong Kong” Gender and EducationThis book discusses issues related to teachers’ identities and life choices when globalisation and localisation are enmeshed. It examines how competing cultural traditions and contexts acted as resources or/and constraints in framing teachers’ identities and their negotiations in the family and the work domains according to their gender positioning, their roles in the family such as husband, wife, father, mother, brother, sister, son and daughter and roles in the school such as principal, senior teacher or regular teacher. Contrary to an essentialist approach to identity and culture, teachers’ stories show that their identities and life choices were hardly free choices; but were often part and parcel of the culture and contexts in which they were embedded.
Teachers’ identities are found to be fluid, complex, hybrid and multifaceted. Using Hong Kong as a case study, this book provides not only traces of the continuity and changes of Confucian self and cardinal relationships but also a glimpse of how educational reform as neo-capitalist discourses in the workplace interacts with Confucian cultural traditions creating new hybrid practices (problems or possibilities or both) in the school and in the daily lives of teachers.
Offers new insights in both conceptualisation and methodology relating to the study of teachers’ identities, life choices, work and stress Breaks new ground by making available contextually specific Chinese data to the international audience Draws implications for identity, work, work-life balance and gender equity in the field of education for the next generation To understand identities and life choices, this book advocates a third way, a hybrid, 'both-and' rather than 'either-or' approach which involves border crossing and de-learning of stereotypes beyond East and West, new and old, female and male, local and global, home and work, teaching the subject and teaching the whole person, and education for marks and education for learning
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