Gender, education reform, and teachers labor in Argentina. Sarah Ann Robert

ISBN: 9780549802136

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NOOKstudy eTextbook

318 pages


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Gender, education reform, and teachers labor in Argentina.  by  Sarah Ann Robert

Gender, education reform, and teachers labor in Argentina. by Sarah Ann Robert
| NOOKstudy eTextbook | PDF, EPUB, FB2, DjVu, AUDIO, mp3, RTF | 318 pages | ISBN: 9780549802136 | 8.70 Mb

This dissertation examines how large-scale educational restructuring of school financing, school structure, and curricular reform affected Argentine teachers work. Justified as a means to improve equality, equity, and quality of education, IMoreThis dissertation examines how large-scale educational restructuring of school financing, school structure, and curricular reform affected Argentine teachers work. Justified as a means to improve equality, equity, and quality of education, I critiqued reform objectives in relation to gender relations, roles, and identities shaping teachers labor.

I employed the theoretical concept of a gendered policy regime to analyze masculine and feminine patterns I observed in teachers ongoing professional training, labor arrangements, and decision-making responsibilities. The salience of this study rests on the hypothesis that if the conditions of teachers labor are unequal, inequitable, and undermine the delivery of quality education, then education itself cannot be equal, equitable, or of quality for all students.

The ethnographic research was conducted over the course of sixteen months during which time I interviewed and observed sixteen high school history teachers (ten women and five men) who worked in two public high schools located in two different subnational jurisdictions of Argentina. The findings reveal that disconnections between reform goals and the educational labor market potentially perpetuate, rather than alleviate, social inequality. The national educational reforms fed into and off of historically, socially, and culturally derived patterns of masculinities and femininities embedded in the teaching profession.

Comparing and contrasting schools located in two sub-national jurisdictions also illuminated the importance of place in shaping teachers work. Geographic politics, specifically, the uneven nature of economic development within a nation, played a role in redefining the teaching profession, the teacher as professional, and related to the studys hypothesis, the equality, equity, and quality of educational provisioning.



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