Looking like a teacher: fashioning an embodied identity through<i>dressage</i>

Rutherford, Vanessa; Conway, Paul F.; Murphy, Rosaleen

doi:10.1080/10476210.2014.997699

Cited by 15 publications

(16 citation statements)

References 41 publications

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“…Similar stories are evident in the literatures about academic women who change their wardrobes when taking up leadership positions (Green, 2001) or teachers who adopt a particular wardrobe as part of their identity work (Rutherford et al, 2015). This phenomenon is also evident in fashion sociology literature, where it is not uncommon for people to change their wardrobes when taking up new positions as a marker of belonging to a particular occupational group (Lynch and Strauss, 2007).…”

Section: Discourses and Perceptions Of School Leaders As Public Profe...mentioning

confidence: 60%

“…Educational professionalism is often associated with appearance (Bair, 2016;Sheridan and Tindall-Ford, 2018). Women who are classroom teachers in particular are required to 'dress' themselves into the role (Rutherford et al, 2015), as are senior and academic women (Lipton, 2021;Lugg and Tooms, 2010).…”

Section: Professionalism Norms and Expectations For School Leadersmentioning

confidence: 99%

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Punk ideals, school leaders and fashioning an “authentic” self

Heffernan

Thomson

2022

Research in Education

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The field of education is in dire need of different ways of thinking about attracting, supporting, and retaining school leaders. We see the idea of punk as a space that may offer some leeway for thinking differently about professionalism for school leaders. In this paper, we draw on thinking about punk subcultures to recognise the ways in which leaders hold self-expression and identity as important, while also thinking about how leaders as a collective might push back against some of the narrow ideas of who or what a school leader can be and do. We present findings from a mixed-methods study of women school leaders from around the world. Drawing on an anonymous survey and interviews, and literatures from sociology, fashion studies, and cultural studies, we explore women’s experiences and identities as school leaders. The paper contributes to our understanding of professionalism and identity and also how we can better attract, support, and retain school leaders.

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Section: Discourses and Perceptions Of School Leaders As Public Profe...mentioning

confidence: 60%

Section: Professionalism Norms and Expectations For School Leadersmentioning

confidence: 99%

Punk ideals, school leaders and fashioning an “authentic” self

Heffernan

Thomson

2022

Research in Education

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“…This is especially crucial because general perceptions of what it is to be a special type of teacher seems to be highly gendered. Rutherford, Conway, and Murphy (2015) writes, '[E]veryone has an image of what teachers should look like, how they should dress and how they should behave' (326), and this is understandable because shared common-sense perceptions of the characteristics of a profession 'are the product of social conditions' that 'may be totally or partially common to people who have been the product of similar social conditions' (Bourdieu 2005, p. 45).…”

Section: Gender and The Upper Secondary Teacher Professionmentioning

confidence: 99%

‘I have neither his voice nor body’: upper secondary schoolteacher students experiencing gendered division of labor

Persson

2020

Gender and Education

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For this study, Swedish upper secondary schoolteacher students were interviewed about their experiences and perceptions of teacher work in light of the traditional gendered division of labor in teaching. While female teaching has been signified by caring work, male teaching has been signified by distant teacher-pupil relations and the use of bodily resources to discipline pupils. In this study, both genders expressed feeling comforted when teacher practice corresponded to the traditional gendered division of labor and experiencing unease when it did not. Women expressed shortcomings in their ability to perform authoritative work because of their lack of male bodily resources. This subordination has been understood as symbolic violence, processed by a gendered habitus that structures women to prefer a special type of teacher work. Despite a small female majority in the profession and in teacher education, male domination still permeates the professional properties of the upper secondary schoolteacher work.

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“…This need for a preservice teacher to "put on a performance" for university tutors or mentor teachers, which might be contrary to a preservice teacher's inclination, is further reinforced by Rutherford, Conway, & Murphy's (2015) research into this performance as "dressage" as in the Foucauldian conception of disciplinary action. The tiers of dressage within placement often pertained to compliance, performance, and as discipline (Foucault, 1995), implying an enculturation of teachers through the expectations of their university tutor and mentor teachers.…”

Section: Preliminary Literature Review Highlighting the Key Points Ofmentioning

confidence: 99%

“…Within this context, the extent to which these placements are educative and beneficial is questionable. While recognising that for many PSTs placement is a very beneficial and educative experience, for others it appears to be a practice to tolerate and to ultimately 'get through' (Hobson & Malderez, 2005;Moody, 2009;Rutherford et al, 2015;Buckworth, 2017). If, as is argued in the national policy literature, school placement is a central experience for the PSTs, more consideration needs to be given to the unintended consequences and experiences of some PSTs placed in these challenging arrangements.…”

Section: Coping Strategies As Antithetical To Developing Professionalmentioning

confidence: 99%

“Biting one’s lip” and “distancing”: exploring pre-service teachers’ strategies in dysfunctional professional relationships

O’Grady

Guilfoyle

McGarr

2018

Asia-Pacific Journal of Teacher Education

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Pre-service teachers (PSTs) are often placed in a vulnerable position during their school placement. Recognising the presence of power dynamics between PSTs, university-based tutors, and cooperating teachers as well as exploring how PSTs navigate these power relations is the focus of this paper. Data from interviews with final-year PSTs were analysed using a directed content analysis exploring the issues of autonomy and agency evident within participants' descriptions of school placement. A finding of interest was the manner in which the PSTs cope with dysfunctional professional relationships. The overriding approach appears to be compliance and silencing their professional voice. This was evident in the "biting one's lip" and "distancing" that occurred when PSTs experienced practices which were incongruent with the university expectations, or their own personal views, of teaching and learning. The implications for teacher education and tutors' facilitation of appropriate reflection are discussed.

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Looking like a teacher: fashioning an embodied identity throughdressage

Cited by 15 publications

References 41 publications

Punk ideals, school leaders and fashioning an “authentic” self

Punk ideals, school leaders and fashioning an “authentic” self

‘I have neither his voice nor body’: upper secondary schoolteacher students experiencing gendered division of labor

“Biting one’s lip” and “distancing”: exploring pre-service teachers’ strategies in dysfunctional professional relationships

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