Images of Teaching: Neoliberalism, Teacher Education and Gender
Keywords:
Images, pedagogical imagination, teacher training, gender.Abstract
This article presents the results of a study done with a group of 178 Master’s Degree students in the city of Buenos Aires. The principle objectives of the project were: a) to explore the dynamics of gender in teacher-training institutes; b) to investigate the pedagogical images and the imagination of future teachers; and c) to explore what senses the future teachers give to the concepts of vocation of authority.
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References
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Acker, S. (1996). Gender and teacher\'s work. Review of Research in Education, 21, 99-162.
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Apple, M. W. (2000). Foreword. En J. Smyth, A. Dow, R. Hattam y G. Shacklock, Teachers’ work in a globalizing economy (pp. I-XVI). Londres: Falmer Press.
Avalos, B. (1987). Moving where? Educational issues in Latin American contexts. Educational Development, 7 (3), 151-172.
Ball, S., Fischman, G. y Gvirtz, S. (Eds.). (2003). Education, crisis and hope: Tension and change in Latin-America. Nueva York: Routledge-Falmer.
Birgin, A. (1999). El Trabajo de enseñar: entre la vocación y el mercado. Buenos Aires: Troquel.
Bourdieu, P. (1998). Acts of resistance: Against the tyranny of the market. Nueva York: The New Press.
Braslavsky, C. (1993). Transformaciones en curso en el sistema educativo en la Argentina. Buenos Aires: Facultad Latinoamericana de Ciencias Sociales.
Brown, P. y Lauder, H. (1997). Observations on global/local articulations of the re-gendering and restructuring of educational work. International Review of Education, 43 (5-6), 439-461.
Brunner, J. y Puryear, J. (1995). Educación, equidad y competitividad económica en las Américas: An interamerican dialogue. Washington, DC: Organization of American States.
Carnoy, M. y Moura Castro, C. de. (1996, 21 de marzo). Improving education in Latin America today: Where to now? Trabajo presentado en el Seminario en Reforma Educativa, Buenos Aires.
Chodorow, N. (1989). Feminism and psychoanalytic theory. New Haven, CT: Yale University Press.
Connell, R. W. (1995). Masculinities. Berkeley: University of California Press.
Connell, R. W. (1996). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Record, 98 (2), 206-235.
Cortina, R y San Roman, S. (En prensa). The feminization of teaching: Toward a global understanding. Nueva York: Palgrave.
Coraggio J. L. y Torres R. M. (1999). La educación según el Banco Mundial. Un análisis de sus propuestas y métodos. Madrid: Miño y Dávila.
De Sousa, B. (1997). Pela mao de Alice. São Paulo: Cortez.
Ellsworth, E. (1997). Teaching positions: Difference, pedagogy and the power of address. Nueva York y Londres: Teachers College Press.
Fischman, G. E. (1997). Donkeys and superteachers: Popular education and structural adjustment in Latin-America [Número especial]. International Journal of Education, 2-30.
Fischman, G. E. (1998). Donkeys and superteachers: Popular education and structural adjustment in Latin-America. International Journal of Education, 44 (2-3), 191-213.
Fischman, G. E. (2000). Imagining teachers: Rethinking gender dynamics in teacher education. Lanham, MD: Rowman and Littlefield.
Fischman, G. (2005, 11-16 de abril). Pedagogical imaginaries in teacher education. Trabajo presentado en la Annual Convention of the American Educational Research Association, Montreal.
Fischman, G. E., Ball, S. y Gvirtz, S. (2003). Towards a neo-liberal education? Tension and change in Latin-America. En S. Ball, G. Fischman y S. Gvirtz (Eds.), Education, crisis and hope: Tension and change in Latin-America (pp. 1-19). Nueva York: Routledge-Falmer.
Fischman, G., McLaren, P., Sünker, H. y Lanksher, C. (Eds.) (2005) Critical theories, radical pedagogies and global conflicts. Lanham, MD. Rowman and Littlefield.
Fischman, G. y Stromquist, N. (2000). Globalization and higher education in developing countries. En J. C. Smart (Ed.), Higher education: Handbook of theory and research (vol. XV, pp. 501-522). Nueva York: Agathon Press.
Freire, P. (1993). Professora Sim, Tia Nao: Cartas a quem ousa ensinar. São Paulo: Olho d\'Agua.
Freire, P. (1997). Pedagogy of hope: Reliving pedagogy of the oppressed. Nueva York: Continuum.
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Gentili, P. y Suárez, D. (Ed.). (2004). Reforma educacional e luta democrática: um debate sobre a ação sindical docente na América Latina. São Paulo: Cortez.
Held, D. (1995). Democracy and the global order. Stanford: Stanford University Press.
Kabeer, N. (1994). Reversed realities: Gender hierarchies in development thought. Londres y Nueva York: Verso.
Lord, M. G. (1994). Forever Barbie: The unauthorized biography of a real doll. Nueva York: Morrow and Co.
Luke, C. (1996). Feminist pedagogy theory: Reflections on power and authority. Educational Theory, 46 (3), 283-302.
McLaren, P. y Farahmandpur, R. (2000). Reconsidering Marx in post-Marxist times: A requiem for postmodernism? Educational Researcher, 29 (3), 25-33.
Messner, M. (1997). Politics of masculinities. Thousand Oaks, CA: Sage.
Morgade, G. (1992a). El determinante de género en el trabajo docente de la escuela primaria. Buenos Aires: Miño y Dávila Editores-Instituto de Investigaciones en Ciencias de la Educación.
Morgade, G. (1992b). La docencia para las mujeres: Una alternativa contradictoria en el camino de los saberes “legítimos". Propuesta Educativa, 4 (7), 53-62.
Morgade, G. (1997). Mujeres en la educación: género y docencia en la Argentina 1870-1930. Buenos Aires: Miño y Dávila Editores.
National Commission on Teaching and America’s Future. (1996). What matters most: Teaching and America\'s future. Nueva York: Autor.
Pogré, P. (2004). Situación de la formación docente inicial y en servicio en Argentina, Chile y Uruguay. Santiago, Chile: UNESCO.
Puiggrós, A. (1986). Democracia y autoritarismo en la pedagogia argentina y latinoamericana. Buenos Aires: Galerna.
Puiggrós, A. (1987). Discusiones sobre educación y política. Buenos Aires: Galerna.
Reimers, F. (Ed.) (2000). Unequal schools, unequal chances: The challenges to equal opportunity in the Americas. Cambridge, MA: DRCS-Harvard University.
Reportaje. (1995). Diario Ámbito Financiero, pp. 15.
Rhoten, D. (2000). Education decentralization in Argentina: A “global-local conditions of possibility’ approach to state, market, and society change. Journal of Education Policy, 15 (6), 593-619.
Samoff, J. (Ed.) (1995). Coping with crisis: Austerity, adjustment and human resources. Londres y Nueva York: Cassell.
Stiglitz, J. (2002). Globalization and its discontents. Nueva York: W.W. Norton & Co.
Stiglitz, J. (2003). The roaring nineties. Nueva York: W.W. Norton & Co.
Stromquist, N. (1997). Literacy for citizenship: Gender grassroots dynamics in Brazil. Albany, NY: State University of New York Press.
Stromquist, N. (2003). While gender sleeps: Neoliberalism’s impact on educational policies in Latin America. En S. Ball, G. Fischman y S. Gvirtz (Eds.), Education, crisis and hope: Tension and change in Latin-America (pp. 150-175). Nueva York: Routledge-Falmer.
Tedesco, J. C. (1991). Algunos aspectos de la privatización en América Latina. Quito: Instituto Fronesis.
Torres, J. (2001). Educación en tiempos de neoliberalismo. Madrid: Morata.
United Nations Development Programme. (1995). Human development report. Nueva York: Autor.
Yannoulas, S. (1996) Educar: ¿una profesión de mujeres? Buenos Aires: Kapelusz.
Acker, S. (1996). Gender and teacher\'s work. Review of Research in Education, 21, 99-162.
Apple, M. W. (1993). Official knowledge. Democratic education in a conservative age. Nueva York: Routledge.
Apple, M. W. (2000). Foreword. En J. Smyth, A. Dow, R. Hattam y G. Shacklock, Teachers’ work in a globalizing economy (pp. I-XVI). Londres: Falmer Press.
Avalos, B. (1987). Moving where? Educational issues in Latin American contexts. Educational Development, 7 (3), 151-172.
Ball, S., Fischman, G. y Gvirtz, S. (Eds.). (2003). Education, crisis and hope: Tension and change in Latin-America. Nueva York: Routledge-Falmer.
Birgin, A. (1999). El Trabajo de enseñar: entre la vocación y el mercado. Buenos Aires: Troquel.
Bourdieu, P. (1998). Acts of resistance: Against the tyranny of the market. Nueva York: The New Press.
Braslavsky, C. (1993). Transformaciones en curso en el sistema educativo en la Argentina. Buenos Aires: Facultad Latinoamericana de Ciencias Sociales.
Brown, P. y Lauder, H. (1997). Observations on global/local articulations of the re-gendering and restructuring of educational work. International Review of Education, 43 (5-6), 439-461.
Brunner, J. y Puryear, J. (1995). Educación, equidad y competitividad económica en las Américas: An interamerican dialogue. Washington, DC: Organization of American States.
Carnoy, M. y Moura Castro, C. de. (1996, 21 de marzo). Improving education in Latin America today: Where to now? Trabajo presentado en el Seminario en Reforma Educativa, Buenos Aires.
Chodorow, N. (1989). Feminism and psychoanalytic theory. New Haven, CT: Yale University Press.
Connell, R. W. (1995). Masculinities. Berkeley: University of California Press.
Connell, R. W. (1996). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Record, 98 (2), 206-235.
Cortina, R y San Roman, S. (En prensa). The feminization of teaching: Toward a global understanding. Nueva York: Palgrave.
Coraggio J. L. y Torres R. M. (1999). La educación según el Banco Mundial. Un análisis de sus propuestas y métodos. Madrid: Miño y Dávila.
De Sousa, B. (1997). Pela mao de Alice. São Paulo: Cortez.
Ellsworth, E. (1997). Teaching positions: Difference, pedagogy and the power of address. Nueva York y Londres: Teachers College Press.
Fischman, G. E. (1997). Donkeys and superteachers: Popular education and structural adjustment in Latin-America [Número especial]. International Journal of Education, 2-30.
Fischman, G. E. (1998). Donkeys and superteachers: Popular education and structural adjustment in Latin-America. International Journal of Education, 44 (2-3), 191-213.
Fischman, G. E. (2000). Imagining teachers: Rethinking gender dynamics in teacher education. Lanham, MD: Rowman and Littlefield.
Fischman, G. (2005, 11-16 de abril). Pedagogical imaginaries in teacher education. Trabajo presentado en la Annual Convention of the American Educational Research Association, Montreal.
Fischman, G. E., Ball, S. y Gvirtz, S. (2003). Towards a neo-liberal education? Tension and change in Latin-America. En S. Ball, G. Fischman y S. Gvirtz (Eds.), Education, crisis and hope: Tension and change in Latin-America (pp. 1-19). Nueva York: Routledge-Falmer.
Fischman, G., McLaren, P., Sünker, H. y Lanksher, C. (Eds.) (2005) Critical theories, radical pedagogies and global conflicts. Lanham, MD. Rowman and Littlefield.
Fischman, G. y Stromquist, N. (2000). Globalization and higher education in developing countries. En J. C. Smart (Ed.), Higher education: Handbook of theory and research (vol. XV, pp. 501-522). Nueva York: Agathon Press.
Freire, P. (1993). Professora Sim, Tia Nao: Cartas a quem ousa ensinar. São Paulo: Olho d\'Agua.
Freire, P. (1997). Pedagogy of hope: Reliving pedagogy of the oppressed. Nueva York: Continuum.
García Canclini, N. (1995). Hybrid cultures: Strategies for entering and leaving modernity (Trads. C. L Chiappari y S. L. López). Minneapolis: University of Minnesota Press (Trabajo original publicado en 1990).
Gentili, P. (1994). Proyecto neoconservador y crisis educativa. Buenos Aires: Centro Editor de América Latina.
Gentili, P. y McCowan, T. (2003). Reinventar a escola pública: Política educacional para um novo Brasil. Petrópolis, Brasil: Vozes-LPP-OLPED.
Gentili, P. y Suárez, D. (Ed.). (2004). Reforma educacional e luta democrática: um debate sobre a ação sindical docente na América Latina. São Paulo: Cortez.
Held, D. (1995). Democracy and the global order. Stanford: Stanford University Press.
Kabeer, N. (1994). Reversed realities: Gender hierarchies in development thought. Londres y Nueva York: Verso.
Lord, M. G. (1994). Forever Barbie: The unauthorized biography of a real doll. Nueva York: Morrow and Co.
Luke, C. (1996). Feminist pedagogy theory: Reflections on power and authority. Educational Theory, 46 (3), 283-302.
McLaren, P. y Farahmandpur, R. (2000). Reconsidering Marx in post-Marxist times: A requiem for postmodernism? Educational Researcher, 29 (3), 25-33.
Messner, M. (1997). Politics of masculinities. Thousand Oaks, CA: Sage.
Morgade, G. (1992a). El determinante de género en el trabajo docente de la escuela primaria. Buenos Aires: Miño y Dávila Editores-Instituto de Investigaciones en Ciencias de la Educación.
Morgade, G. (1992b). La docencia para las mujeres: Una alternativa contradictoria en el camino de los saberes “legítimos". Propuesta Educativa, 4 (7), 53-62.
Morgade, G. (1997). Mujeres en la educación: género y docencia en la Argentina 1870-1930. Buenos Aires: Miño y Dávila Editores.
National Commission on Teaching and America’s Future. (1996). What matters most: Teaching and America\'s future. Nueva York: Autor.
Pogré, P. (2004). Situación de la formación docente inicial y en servicio en Argentina, Chile y Uruguay. Santiago, Chile: UNESCO.
Puiggrós, A. (1986). Democracia y autoritarismo en la pedagogia argentina y latinoamericana. Buenos Aires: Galerna.
Puiggrós, A. (1987). Discusiones sobre educación y política. Buenos Aires: Galerna.
Reimers, F. (Ed.) (2000). Unequal schools, unequal chances: The challenges to equal opportunity in the Americas. Cambridge, MA: DRCS-Harvard University.
Reportaje. (1995). Diario Ámbito Financiero, pp. 15.
Rhoten, D. (2000). Education decentralization in Argentina: A “global-local conditions of possibility’ approach to state, market, and society change. Journal of Education Policy, 15 (6), 593-619.
Samoff, J. (Ed.) (1995). Coping with crisis: Austerity, adjustment and human resources. Londres y Nueva York: Cassell.
Stiglitz, J. (2002). Globalization and its discontents. Nueva York: W.W. Norton & Co.
Stiglitz, J. (2003). The roaring nineties. Nueva York: W.W. Norton & Co.
Stromquist, N. (1997). Literacy for citizenship: Gender grassroots dynamics in Brazil. Albany, NY: State University of New York Press.
Stromquist, N. (2003). While gender sleeps: Neoliberalism’s impact on educational policies in Latin America. En S. Ball, G. Fischman y S. Gvirtz (Eds.), Education, crisis and hope: Tension and change in Latin-America (pp. 150-175). Nueva York: Routledge-Falmer.
Tedesco, J. C. (1991). Algunos aspectos de la privatización en América Latina. Quito: Instituto Fronesis.
Torres, J. (2001). Educación en tiempos de neoliberalismo. Madrid: Morata.
United Nations Development Programme. (1995). Human development report. Nueva York: Autor.
Yannoulas, S. (1996) Educar: ¿una profesión de mujeres? Buenos Aires: Kapelusz.
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Published
2005-11-01
