This paper explores how the body discourses constructed by patriarchal culture influence individual's body viewpoint and form teachers' body image in educational fields in gender perspectives of feminisms and the co...This paper explores how the body discourses constructed by patriarchal culture influence individual's body viewpoint and form teachers' body image in educational fields in gender perspectives of feminisms and the concepts of power and discourse from Foucanlt. At the same time I will also demonstrate that the body politics of women teachers in secondary education do not represent the stable and rigid hierarchy of traditional teacher-student relationship but shape the subjectivity which are deployed and suffused as a capillary action by the disciplines and power relations interwoven by gender, sexuality, class and age throughout the individual's cognition and behavior, thus produce self-monitoring in the meantime monitoring others for social function. Finally, I will argue that how the subjectivity under the social structure and cultural norms generates an individual's agency of resistance and subversion to existing gender structures through reflectivity in the cracks produced by the collision, fragmentation, consultation within different discourses, and then finds the temporary strategic and political positioning and identity.展开更多
This paper focuses on the female English teachers' work-related stress in the School of Foreign Languages, Xi'an Jiaotong University. A survey produced some results that are worth studying. The teachers in this spec...This paper focuses on the female English teachers' work-related stress in the School of Foreign Languages, Xi'an Jiaotong University. A survey produced some results that are worth studying. The teachers in this special group are keeping their heavy-burdened teaching job by finding ways to escape their work-related stress and at the same time trying to save face. Answers to the questionnaire have proved that Chinese cultural characteristics have been deeply rooted in the SFL teaching staff even though they have accepted and learned western culture over a period of many years.展开更多
Young female English teachers in independent college have dealt with a range of emotions over their research careers,which have influenced their research cognition and professional growth.This narrative case study pur...Young female English teachers in independent college have dealt with a range of emotions over their research careers,which have influenced their research cognition and professional growth.This narrative case study purposefully selected two young female English instructors in an independent university as participants.Semi-structured interviews,narrative frames,and log records were used to look into their dynamic emotional experiences in research,ecological and environmental elements affecting their emotions,and the regulating strategies.This study gives the following three primary results:the participants transitioned from positive to negative to mostly positive emotions;there was a complicate combination of positive and negative emotions in their research growth with the positive emotions dominating;two kinds of regulating tactics are presented.展开更多
Previous studies on Chinese English teachers’identity and autonomy have overlooked the group of female student-teachers(FSTs)from rural areas.Drawing on data from questionnaire responses,narrative frames and semi-str...Previous studies on Chinese English teachers’identity and autonomy have overlooked the group of female student-teachers(FSTs)from rural areas.Drawing on data from questionnaire responses,narrative frames and semi-structured interviews with research participants,this study first depicts the trajectories of identity construction and autonomy development of nine female student-teachers,and then identifies three main factors that affected their transformation from English learners to student English teachers,and the development of autonomy in such a process.The three factors are gendered ideology,affinity groups and family finance.This study concludes with some implications for policy makers and teacher educators on how to empower female student English teachers from rural China to transform from English learners to English teachers,and how to enhance their autonomy in such a transformation.展开更多
文摘This paper explores how the body discourses constructed by patriarchal culture influence individual's body viewpoint and form teachers' body image in educational fields in gender perspectives of feminisms and the concepts of power and discourse from Foucanlt. At the same time I will also demonstrate that the body politics of women teachers in secondary education do not represent the stable and rigid hierarchy of traditional teacher-student relationship but shape the subjectivity which are deployed and suffused as a capillary action by the disciplines and power relations interwoven by gender, sexuality, class and age throughout the individual's cognition and behavior, thus produce self-monitoring in the meantime monitoring others for social function. Finally, I will argue that how the subjectivity under the social structure and cultural norms generates an individual's agency of resistance and subversion to existing gender structures through reflectivity in the cracks produced by the collision, fragmentation, consultation within different discourses, and then finds the temporary strategic and political positioning and identity.
文摘This paper focuses on the female English teachers' work-related stress in the School of Foreign Languages, Xi'an Jiaotong University. A survey produced some results that are worth studying. The teachers in this special group are keeping their heavy-burdened teaching job by finding ways to escape their work-related stress and at the same time trying to save face. Answers to the questionnaire have proved that Chinese cultural characteristics have been deeply rooted in the SFL teaching staff even though they have accepted and learned western culture over a period of many years.
文摘Young female English teachers in independent college have dealt with a range of emotions over their research careers,which have influenced their research cognition and professional growth.This narrative case study purposefully selected two young female English instructors in an independent university as participants.Semi-structured interviews,narrative frames,and log records were used to look into their dynamic emotional experiences in research,ecological and environmental elements affecting their emotions,and the regulating strategies.This study gives the following three primary results:the participants transitioned from positive to negative to mostly positive emotions;there was a complicate combination of positive and negative emotions in their research growth with the positive emotions dominating;two kinds of regulating tactics are presented.
基金supported by the China Postdoctoral Science Foundation(2017M611602)
文摘Previous studies on Chinese English teachers’identity and autonomy have overlooked the group of female student-teachers(FSTs)from rural areas.Drawing on data from questionnaire responses,narrative frames and semi-structured interviews with research participants,this study first depicts the trajectories of identity construction and autonomy development of nine female student-teachers,and then identifies three main factors that affected their transformation from English learners to student English teachers,and the development of autonomy in such a process.The three factors are gendered ideology,affinity groups and family finance.This study concludes with some implications for policy makers and teacher educators on how to empower female student English teachers from rural China to transform from English learners to English teachers,and how to enhance their autonomy in such a transformation.