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School Teaching As A Feminine Profession: The Legitimization And Naturalization Discourses In Pakistani Context

Ullah, Hazir (2016) School Teaching As A Feminine Profession: The Legitimization And Naturalization Discourses In Pakistani Context. In: Papers from the Education Doctoral Research Conference 2015. University of Birmingham, Birmingham, pp. 122-130. ISBN 9780704428621

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School teaching has long been associated with women. There has been an ideological link between women’s domestic role and their career as school teacher. Taking care of younger children in school is traditionally seen as an “extension of motherhood” and therefore considered a “natural” job for women. Keeping in view this firmly rooted global phenomenon, I focus to examine what ideology idealizes and legitimizes school teaching as the best career for women in Pakistan? The study is informed by social constructionist understanding of gender and therefore draws on feminist post-structuralist. Drawing on insights from feminist post-structuralist, I give particular consideration to the discourses embedded into school textbooks and the people who author and approve school knowledge. Employing qualitative methodology, I focus on two key questions: what ideology informs school textbooks? How do school textbooks legitimize school teaching as the only appropriate job for women? The study findings suggest that school textbooks in Pakistan have been used to naturalize and legitimize school teaching as the best career for women.

Type of Work:Book Section
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Number of Pages:9
Department:School of Education
Date:March 2016
Keywords:Ideology, domestic role, Social constructionist, feminist poststructuralist, discourse analysis
Subjects:L Education > LB Theory and practice of education
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Copyright Status:Copyright in individual papers is owned by the respective author(s) and no paper may be reproduced wholly or in part (except as otherwise permitted under the Copyright, Designs and Patents Act 1988 as subsequently revised) without the express permission in writing of the author(s). Enquiries concerning reproduction outside these terms should be sent in the first instance to the School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
Copyright Holders:The author
ID Code:2151

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