默默践行性别友好教育：一位中国中学教师对女性主义身份与性别平等的谈判

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-07-14 DOI:10.1016/j.tate.2025.105154

Weijian Wang , Ruina Feng

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引用次数: 0

摘要

本文考察了中国的女性主义教师如何在教育体制的约束下协调自己的女性主义身份和职业责任。利用女权主义友谊-合作和协作式的自我民族志，它探讨了教师女权主义教学法中嵌入的四个关键主题：骄傲、担忧、惊奇和希望。这篇文章强调了她通过解决性别刻板印象、促进性别平等以及在标准化、考试驱动的环境中创造与性别相关的教学时刻，来整合女权主义的安静而含蓄的努力。这项研究说明了“安静的女权主义”在应对制度和社会反弹方面的变革潜力，将女权主义教育学的学术研究扩展到非西方环境。

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Quietly practicing gender-friendly education: A middle school teacher's negotiation of feminist identity and gender equity in China

This article examines how a feminist teacher in China negotiates her feminist identity and professional responsibilities within the constraints of the educational system. Using feminist friendship-collaboration and collaborative autoethnography, it explores four key themes embedded in the teacher's feminist pedagogy: pride, worry, wonder, and hope. This article highlights her quiet and implicit efforts to integrate feminism by addressing gender stereotypes, promoting gender equity, and creating gender-related teachable moments in a standardized, exam-driven environment. The study illustrates the transformative potential of “quiet feminism” in navigating institutional and societal backlash, extending the scholarship of feminist pedagogy to non-Western contexts.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.