This paper discusses how Chinese teachers’ changing gendered identities can be captured by the life history methodology and memory work. 40 primary school men and women teachers of different ages and professional experiences were interviewed twice, first, individually and then as a group. The in-depth individual interview was to capture personal life stories of how gender were lived whereas the group interviews were the collect information about the collective experiences of the teachers. The two folded data collection helps to validate data obtained from each occasion. This paper argues for the suitability of such a methodology in capturing changing teacher’s identities. Implications of this study to gender equity education are discussed.
|Publication status||Published - Nov 2006|
CitationLuk Fong, P. Y. Y. (2006, November). Teacher's changing gender identities and gender equity education. Life history and memory work as methodological approaches to the understanding of teachers and teaching. Symposium conducted at the Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization, The Hong Kong Institute of Education, China.
- Primary Education
- Teacher Education and Professional Development