Relying on critical feminist understandings of power, this study explores how the gendered expectations and intersectional identity of women teachers impacts their negotiation of power in the practice of teacher leadership and social justice advocacy. This study takes a critical stance towards the existing body of literature and challenges the current feminized and patriarchal understanding of teacher leadership. Using a collaborative autoethnographic approach, a group of practicing teacher leaders examined their lived experiences as teacher leaders. The participants reported experiencing gendered expectations in their teaching contexts of support/nurturing, passivity, collaboration, normative gender expression, and all-encompassing teacher identity. Practicing teacher leadership in this gendered environment was a balancing act that required the ability to be a “chameleon.” The complexity of teaching and intricate nature of connections and networks allowed teachers to pick and choose a variety of strategies and resources with which to negotiate power. The study finds that much of the work of teacher leadership involved negotiating the interpersonal and cultural domains of power in order to develop coalitions of diverse stakeholders to resist the oppressive forces found in the structural and disciplinary domains. The teachers reported often having to “play against” negative assumptions of their ability to be leaders based on race and gender. The study concludes that the scholarly understanding of the practice of teacher leadership must be redefined to include the social justice focus of much of its practice, the intricacy of teachers’ networks, an understanding of power as multidirectional and multidimensional, the nuance of gendered norms found in teaching, and the unresolved paradoxes that teacher leaders face every day.
|Commitee:||Peck, Craig, Reitzug, Rick, Villaverde, Leila|
|School:||The University of North Carolina at Greensboro|
|Department:||Educational Leadership and Cultural Foundations|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 77/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Teacher education, Gender studies|
|Keywords:||Social justice, Teacher identity, Teacher leadership|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be