Towards a hybrid conceptualisation of Chinese women primary school teachers' changing femininities: A case study of Hong Kong

Yuk Yee Pattie LUK-FONG

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7 Citations (Scopus)

Abstract

In this paper, I posit a hybrid conceptualisation of women teachers' identities in the globalising and localising negotiation of gender. Drawing on Homi Bhabha's theory of hybridities, this paper argues for a fluid, hybrid and multifaceted reality of women teachers' lives in the areas of family, the husband and wife relationship, and the place of the child in the family as they engage in workplaces. The analysis draws on in-depth interviews with 20 Chinese women primary school teachers first individually and then in groups of four or five in Hong Kong where globalisation meets with the indigenous Chinese culture. Implications for teacher education are discussed. Copyright © 2009 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)73-86
JournalGender and Education
Volume22
Issue number1
DOIs
Publication statusPublished - Jan 2010

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Citation

Luk-Fong, P. Y. Y. (2010). Towards a hybrid conceptualisation of Chinese women primary school teachers' changing femininities: A case study of Hong Kong. Gender and Education, 22(1),73-86.

Keywords

  • Hybridities
  • Globalisation-localisation
  • Negotiation of gender
  • Changing femininities
  • Chinese women teachers
  • Primary schools
  • Teacher identity