LEADER 06193nam 2200709 a 450 001 9910438344503321 005 20200520144314.0 010 $a1-283-84994-1 010 $a981-4021-81-4 024 7 $a10.1007/978-981-4021-81-4 035 $a(CKB)2670000000280959 035 $a(EBL)1030294 035 $a(OCoLC)819816661 035 $a(SSID)ssj0000797713 035 $a(PQKBManifestationID)11435321 035 $a(PQKBTitleCode)TC0000797713 035 $a(PQKBWorkID)10738983 035 $a(PQKB)10056890 035 $a(DE-He213)978-981-4021-81-4 035 $a(MiAaPQ)EBC1030294 035 $a(PPN)168343991 035 $a(EXLCZ)992670000000280959 100 $a20121001d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeachers' identities and life choices $eissues of globalisation and localisation /$fPattie Yuk Yee Luk-Fong 205 $a1st ed. 2013. 210 $aNew York $cSpringer$d2013 215 $a1 online resource (182 p.) 225 1 $aEducation in the Asia-Pacific region : issues, concerns and prospects ;$vv. 19 300 $aDescription based upon print version of record. 311 $a981-4560-92-8 311 $a981-4021-80-6 320 $aIncludes bibliographical references and index. 327 $aTeachers' Identities and Life Choices; Foreword; Series Editors' Introduction; Acknowledgements; International Conference Presentations; International Journal Articles; Book Chapters; Contents; Chapter 1: Introduction; 1.1 Overview of the Book; 1.1.1 Changes and Identities; 1.1.2 Broader Contexts of Identities and Life Choices as Education Goals for the Twenty-First Century; 1.1.3 Identities of Teachers as Focus for Professional Development of Teachers; 1.2 Positioning of the Book; 1.3 My Personal Biography; 1.3.1 From Teaching of Subject to Teaching of the 'Person' 327 $a1.3.2 From Essentialist Selfhood to Constructivist Selfhood1.4 Why This Book?; 1.5 The Organisation of the Book; References; Chapter 2: Hybridities, Border Crossing and Yin - Yang; 2.1 Introduction; 2.2 Identities and Life Choices; 2.3 The Non-western Self; 2.4 Teachers' Identities; 2.5 Globalisation; 2.6 Globalisation as Hybridisation; 2.6.1 Hybridisation as Empirical; 2.6.2 Hybridisation as Theoretical; 2.6.3 Hybridisation as Normative; 2.6.4 Hybridity as 'In-Betweenness'; 2.6.5 Rizvi's Critical/Moral Hybridities; 2.7 Chinese Yin-Yang Concept; 2.8 Conclusion; References 327 $aChapter 3: Methodology3.1 Introduction; 3.2 Hybrid Methodology; 3.3 Narratives and Identities; 3.4 Individual and Group Interviews to Study Personal and Structural Changes; 3.5 Subjects of the Study; 3.6 Researchers' Roles and Relationships; 3.7 Conclusion; References; Chapter 4: Dialectics of the Chinese Culture: Continuities and Changes in the Confucian Order; 4.1 Introduction; 4.2 Confucian Order; 4.2.1 Confucian Self and Cardinal Relationships; 4.2.2 Contemporary Confucian Self and Cardinal Relationships in the Institutions of School and Family; 4.3 Dialectics of Chinese Culture 327 $a4.4 Continuities and Changes in Contemporary Self and Cardinal Relationships: Life Stories4.4.1 Story of Siu Ping: A Senior Female School Guidance Teacher; 4.4.1.1 Change in School Position; 4.4.1.2 Change in Principal-Teacher Relationship; 4.4.1.3 Family Roles and Relationships; 4.4.1.4 Negotiations About Her Son's Education; 4.4.1.5 What She Willingly Conceded; 4.4.2 Story of Tai Sun: A Senior Male Physical Education Teacher; 4.4.2.1 Changing Roles and Relationships in School; 4.4.2.2 Family Roles and Relationships; 4.4.2.3 Time with Children 327 $a4.4.2.4 Tai Sun's 'Mothering' and 'Housewife' Roles4.5 Discussion; 4.5.1 Principle of Change; 4.5.2 Principle of Contradiction; 4.5.3 Principle of Relationship and Holism; 4.6 Conclusion; References; Chapter 5: Evolving Hybrid Femininities ( Yin) and Masculinities ( Yang); 5.1 Introduction; 5.2 Chinese Linguistics and Gender Order; 5.3 Hybridities; 5.4 Taoist Concept of Yin-Yang; 5.5 Female Teachers' Hybrid Gender Identities; 5.5.1 Recon fi guration of the Family: Hybridities in Family; 5.5.2 Renegotiation of the Husband-Wife Relationship; 5.5.3 The Place of Children in the Family 327 $a5.6 Male Teachers' Hybrid Gender Identities 330 $aThis book discusses issues related to teachers? identities and life choices when globalisation and localisation are enmeshed. It examines how competing cultural traditions and contexts acted as resources or/and constraints in framing teachers? identities and their negotiations in the family and the work domains according to their gender positioning, their roles in the family such as husband, wife, father, mother, brother, sister, son and daughter and roles in the school such as principal, senior teacher or regular teacher. Contrary to an essentialist approach to identity and culture, teachers? stories show that their identities and life choices were hardly free choices; but were often part and parcel of the culture and contexts in which they were embedded. Teachers? identities are found to be fluid, complex, hybrid and multifaceted. Using Hong Kong as a case study, this book provides not only traces of the continuity and changes of Confucian self and cardinal relationships but also a glimpse of how educational reform as neo-capitalist discourses in the workplace interacts with Confucian cultural traditions creating new hybrid practices (problems or possibilities or both) in the school and in the daily lives of teachers. 410 0$aEducation in the Asia-Pacific region ;$vv. 19. 606 $aTeachers$xPsychology 606 $aDecision making 606 $aGlobalization 615 0$aTeachers$xPsychology. 615 0$aDecision making. 615 0$aGlobalization. 676 $a300 686 $a5,3$2ssgn 686 $aDN 2000$2rvk 700 $aLuk-Fong$b Pattie Yuk Yee$01660837 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438344503321 996 $aTeachers' identities and life choices$94192910 997 $aUNINA