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Title: Doing the 'second shift': gendered labour and the symbolic annihilation of teacher educators' work
Authors: Spencer, Ingrid M.
First Published: Jun-2013
Publisher: Taylor & Francis (Routledge)
Citation: Journal of Education for Teaching: International Research and Pedagogy, 2013, forthcoming.
Abstract: Reflecting on the experience of being a WoTE (Work of Teacher Education) project participant, and drawing on conceptualisations of teacher education as domestic labour, I argue that teacher educators’ closeness to classroom practice acts as a determining factor in their symbolic annihilation. Symbolic annihilation is a concept usually applied to study of the media and argues that the absence of representation, or underrepresentation, of some group of people (often based on their race, sex, sexual orientation, socio-economic status, etc.), is a means of maintaining social inequality. Teacher educators’ necessary closeness to practice affects promotion, academic outputs and recognition and constitutes a two tier system that closely mirrors ‘blue collar/ white collar’ inequalities in wider society, underlining Bourdieu’s characterisation of academics as the ‘dominated fraction of the dominant class’. Reviewing data derived from my own practices as a teacher educator in relation to the larger WoTE data set, I argue that the feminised connotations of teacher education work enables our symbolic annihilation within public discourses, including in the wider education community. Following in a feminist herstory tradition, making transparent and valuing the intimate and feminised elements of our labour is therefore a necessary and political act.
ISSN: 0260-7476
eISSN: 1360-0540
Embargo on file until: 1-Jan-10000
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2013 Taylor & Francis. Deposited with reference to the publisher's archiving policy available on the SHERPA/RoMEO website. This is an Author's Accepted Manuscript of an article accepted for publication in Journal of Education for Teaching: International Research and Pedagogy, 2013, forthcoming, copyright Taylor & Francis.
Description: Embargo length currently unknown. The article is still in press and will have an 18 month embargo on availability of the full text once it has been published.
Appears in Collections:Published Articles, School of Education

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