Date of Award
Master of Education
This thesis examines gendered authority in teaching from the perspective of four female secondary school teachers in South Western Ontario. It draws on feminist
researchers and theorists such as Francis & Skelton (2005), Lather (1991) and Butler
(1990) to establish a framework for critically examining the effects and impact of
institutionalized patriarchy on female teachers’ lives in one school. Purposive sampling
and interviews with four female teachers are used to provide further insight into how
authority is established and understood in a school system that is dominated by a male
hierarchy. The thesis raises important questions about the need to create dialogue and
awareness about the significance of gendered authority for female teachers in schools and highlights the political significance of including the voices of female teachers in
educational research that is committed to a feminist politics.
Tornabuono, Kimberly E.A., "GENDERED AUTHORITY IN TEACHING: FEMALE TEACHERS’ PERSPECTIVES" (2009). Digitized Theses. 4096.