GENDERED LEARNING BIOGRAPHIES: BECOMING A TEACHER IN MULTICULTURAL EDUCATION

Natalija Mazeikiene, Egle Gerulaitiene

Abstract


Research presented in the paper focuses on learning biographies and professional identity development of 14 female and male teachers at university colleges in Norway. Biographical narratives reveal subjective accounts and perception of gender roles and it exposes interaction of formal, non-formal, informal experiential learning in different cultural contexts (journeys), combination of learning, work and family life. Learning as a lifelong process is inter-woven with distribution of power in society, social stratification, structural economic and labour market processes, social identities (including gender) and relation between various spheres of social life (public and private, work, family and learning, etc.). In the settings of late modernity globalisation and the process of disembedding mechanisms of social institutions allow individuals to experience new cultures, new lifestyles and feel disembedded and detached from institutions. Internationalization of higher education is an example of empowering detachment mechanisms, when people choose to learn in different cultural settings and develop intercultural competence through experiential learning. The aim of the paper is to analyse (re)construction of self-identity in biographical narratives and conceptualize male and female learning biographies and learning paths in becoming teachers in multicultural education.

Keywords


biographical narrative; biographical research; educational trajectories; gender; gendered biographies; intercultural competence learning biographies

Full Text:

PDF

References


Chodorow N. (1978). The Reproduction of Mothering. Psychoanalysis and the Sociology of Gender. University of California Press.

Gannon S, Davies B. (2007). Postmodern, poststructural, and critical theories. Handbook of Feminist Theory: Research and Praxis, 71-106

Giddens A. (1991). Modernity and Self-Identity. Self and Society in the Late Modern Age. Polity.

Mažeikienė, Natalija; Dorelaitienė, Agnė. Biographical perspective on lifelong learning and development of professional identity. Continuous education as a prerequisite of the development of professional competences / eds. N. A. Lobanov, N. Mažeikienė, V. N. Skvortsov (2013). Saint-Petersburg: Puhkin Leningrad State university, ISBN 9785829012755. p. 214-232.

Roberts B. (2002). Biographical research. Open University Press. Buckingham · Philadelphia

Spano A. (2002). Female identities in late modernity. In: Prue Chamberlayne, Michael Rustin and Tom Wengraf with Roswitha Breckner, (et al). Biography and social exclusion in Europe. Experiences and life journeys. Bristol : Policy Press.

Weber K. (2007). Gender, between the Knowledge Economy and Every Day Life. In: L,West, P.Alheit, A.S.Andersen, B. Merrill (eds.). Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspective. Peter lang.

West L. (2011). Adult Learning in a Biographical Perspective. K.Rubenson (Ed.). Adult learning and education, Elsevier p.60-65.




DOI: http://dx.doi.org/10.17770/sie2017vol2.2318

Refbacks

  • There are currently no refbacks.