"We Understand Better Because We Have Been Mothers": Teaching, Maternalism, and Gender Equality in Bolivian Education

Autor/inn/en	Reid, Julie A.; Miller, Amy Chasteen
Titel	"We Understand Better Because We Have Been Mothers": Teaching, Maternalism, and Gender Equality in Bolivian Education
Quelle	In: Gender and Education, 26 (2014) 6, S.688-704 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2014.961412
Schlagwörter	Foreign Countries; Sex Fairness; Gender Issues; Educational Policy; Educational Change; Teacher Attitudes; Educational Practices; Interviews; Womens Studies; Mothers; Context Effect; Participant Observation; Teacher Role; Parent Role; Moral Issues; Religious Factors; Youth Opportunities; Females; Womens Education; Bolivia + Suchen Sie Ihr Suchwort? Ausland; Sexualaufklärung; Geschlechterfrage; Politics of education; Bildungspolitik; Bildungsreform; Lehrerverhalten; Bildungspraxis; Interviewing; Interviewtechnik; Mother; Mutter; Teilnehmende Beobachtung; Lehrerrolle; Parental role; Elternrolle; Moraltheorie; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Bolivien
Abstract	This article explores Bolivian schoolteachers' attitudes and practices surrounding gender in the context of a national educational reform law that mandated gender equity. Teacher interviews and primary school classroom observations indicate teachers' discourses and practices reflect a sometimes paradoxical blend of advocacy for gender equality and reinforcement of existing traditions of patriarchy. Specifically, long-standing cultural assumptions that essentialise women's maternalism were common within schools and supported by both teachers' attitudes and classroom practices. While this served to reinscribe gender inequality and women's subordination, teachers' discourses also drew upon ideals of maternalism as a basis of women's strength and empowerment in opposition to sexism. In this article, we explore the tensions that arise as teachers negotiate their own staunch support for girls' rights alongside their assumptions about gender differentiation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10