Faculty of Education - Research Publications
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ItemFemale Teacher Identities and Leadership Aspirations in Neoliberal Times(Commonwealth Council for Educational Administration & Management, 2016)In a neoliberal economic environment, people are seen as and required to be self-managing and entrepreneurial in regard to their career and work advancement. Where neoliberalism prioritises individual freedom, institutions aid the career advancement of individuals by providing a framework that creates and preserves such practices. What happens, then, when women are placed in a hierarchical and patriarchal schooling system that consistently privileges men over women in their careers and in positions of power? This paper analyses the leadership experiences and observations of women in boys' secondary schools as they negotiate leadership aspirations in male-centred environments while often faced with the reality that their inability to progress their careers has more to do with gender bias than ability. This work draws on interviews with 36 female teachers and leaders in six boys' secondary schools in an Australian city. Analysis of the interviews suggest that the women found the 'niche' of being 'caring' to position themselves differently to male counterparts. This identification did not give them access to leadership roles or change the attitude of the male leaders to include them in leadership. It did though allow them to see themselves as relevant and essential to the organisation to which they belonged and self- managing within the few options open to them in the workplace.
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ItemFemale Teacher Identities and Leadership Aspirations in Neoliberal Times(CCEAM, 2016)In a neoliberal economic environment, people are seen as and required to be self-managing and entrepreneurial in regard to their career and work advancement. Where neoliberalism prioritises individual freedom, institutions aid the career advancement of individuals by providing a framework that creates and preserves such practices. What happens, then, when women are placed in a hierarchical and patriarchal schooling system that consistently privileges men over women in their careers and in positions of power? This paper analyses the leadership experiences and observations of women in boys’ secondary schools as they negotiate leadership aspirations in male-centred environments while often faced with the reality that their inability to progress their careers has more to do with gender bias than ability. This work draws on interviews with 36 female teachers and leaders in six boys’ secondary schools in an Australian city. Analysis of the interviews suggest that the women found the ‘niche’ of being ‘caring’ to position themselves differently to male counterparts. This identification did not give them access to leadership roles or change the attitude of the male leaders to include them in leadership. It did though allow them to see themselves as relevant and essential to the organisation to which they belonged and self- managing within the few options open to them in the workplace.
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ItemNo Preview AvailableLearning with and from: positioning school students as advisors in pre-service teacher education(Taylor & Francis, 2016)This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing.