Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics

Postmodern Subjects, Postmodern BodiesThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary WestYearning: Race, Gender, and Cultural PoliticsGender Trouble: Feminism and the Subversion of Identity

Addresses invisibilities and inequities in the sociology of education, the careers of women teachers and the experiences of women academics. The author examines the development of the sociology of women's education and considers whether gender equity in education is feasible.

Bespreking van Sandra Acker [Review of: S. Acker (1996) Gendered Education Sociological Reflections on women, teaching and feminism]

This case study employs a narrative approach to uncover the voice of a visual arts teacher who has been marginalized in a Macao private school where its teaching subjects have been structurally classified by means of (market) value. The teacher in this study adopted various forms of resistance under pervasive neoliberalism. Yet, with the inherent critical capacity and possibilities being dissolved and disarmed, these acts have largely ended up facilitating the expansion of her resilience. While she has paid efforts and successively ‘survived’ adapting to the challenging and threatening circumstance, and thereby has obtained a feeling of de-marginalization at school, these everyday forms of resistance have inadvertently reinforced and reproduced the very oppressive structure they aimed to transgress, which suggests the potential of this teacher being further re-marginalized.

Resistance, resilience and re-marginalization: a case study of a visual arts teacher in Macao

This paper investigates the role(s) cultural identity(ies) of second-generation immigrant educators play in shaping their teaching philosophy. A teacher’s philosophy is never set in stone and is constantly evolving (Huggett, 1930), for the better, in relation to the changes in the education field, and the experiences they gain over the years. Thus far, the literature is focused on the identities and philosophies of immigrant educators, but this research has yet to be extended to second-generation immigrant (an individual who was born in Canada, but whose parent(s) have immigrated to Canada) (Jaya & Jurva, 2008) educators. This fact illustrates the value my research study can contribute to this growing research field. A qualitative case study approach, in compliance with the ethical review procedure of the Master of Teaching program, was employed gathering data through two (2) semi-structured interviews and promptly transcribed, coded, and analyzed. The data generated four (4) major themes: cultural identity (childhood and youth, upbringing and school experience, and search for identity), qualities of teaching and education, teaching experience (professional experience and reflection), and mentorship.

An Investigation of the Impact Cultural Identity Plays in Shaping the Teaching Philosophy of Second-Generation Immigrant Educators

Excessive workload is appraised as hindrance stressor because it obstructs teachers' achievement in the workplace and then to a negative response like distress, the response would harm the work-life balance. Hence, this study aims to examine the relationship between hindrance stressor and work-life balance through the mediation role of distress. Through a survey, 491 valid questionnaires were collected from public secondary school teachers in Sabah. Challenge-hindrance Appraisal Scale was used to analyse hindrance stressor, Stress Professional Positive and Negative Questionnaire measured distress, and Survey Work-home InteractionNijmegan scaled work-life balance. Partial Least Square-Structural Equation Modeling (PLS-SEM) was used to test hypotheses. The result showed the indirect effect of hindrance stressor on work-life balance through the mediation role of distress was significant. A high level of hindrance stressor increases distress, in turn, lead to negative interaction, decrease positive interaction between work and life. These findings could empower education stakeholders to acknowledge excessive workload obstruct positive interaction between work and life. This study implies control workload proportion is essential that may ultimately improve work-life balance.

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The Role of Hindrance Stressor and Distress in Teachers’ Work-Life Balance

This chapter probes teachers’ identities, work and work–life interface in the secondary school setting. It raises issues on border crossings at home and at work, emphasising the need for new ways to think about work–life interface particularly in the Hong Kong hybrid contexts.

Midlife Secondary Female Teachers’ Identities, Work and Work–Life Interface

This chapter is on the main conceptual framework of globalisation as hybridisation. I start with surveying the current debates of hybridities as products of processes, as explanation of how something comes into being and as an always negotiating process. I then highlight how I shall use hybridities, border crossing and the Chinese idea yin–yangtogether in the book as yet another hybrid.

Hybridities, Border Crossing and Yin–Yang

This chapter is about changing Chinese femininities and masculinities in the primary school settings in Hong Kong It highlights the hybrid, multifaceted reality of female teachers’ lives in areas of family, reconfiguration of husband–wife relationship and the changing place of the child in the family and male teachers’ reality in the ways they renegotiate power and relationship in the workplace and at home

Evolving Hybrid Femininities ( Yin ) and Masculinities ( Yang )

This chapter analyses how teachers’ identities and life choices are affected when educational reforms impact on the Confucian cultural heritage in secondary schools in Hong Kong.

Teachers’ Professional Identities and Career Choices when Education Reforms Meet with Confucian Cultural Heritage in Education

This chapter is on intergenerational issues for primary school teachers. It reveals that the issues for female and male teachers are different for the older and the younger generations of teachers.

Pattie

Papers

Midlife Secondary Female Teachers’ Identities, Work and Work–Life Interface

Hybridities, Border Crossing and Yin–Yang

Evolving Hybrid Femininities ( Yin ) and Masculinities ( Yang )

Teachers’ Professional Identities and Career Choices when Education Reforms Meet with Confucian Cultural Heritage in Education

Intergenerational Issues Concerning Primary School Teachers