Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/54323
Type of publication: Straipsnis recenzuojamoje užsienio tarptautinės konferencijos medžiagoje / Article in peer-reviewed foreign international conference proceedings (P1d)
Field of Science: Edukologija / Educology (S007)
Author(s): Mažeikienė, Natalija;Gerulaitienė, Eglė
Title: Gendered learning biographies: becoming a teacher in multicultural education
Is part of: Society, integration, education: proceedings of the international scientific cinference = Sabiedrība, integrācija, izglītība : starptautiskās zinātniskās konferences materiāli, 2017.gada 26.-27.maijs. Rēzekne : Rēzeknes Tehnoloģiju akadēmija, 2017, Vol. 2
Extent: p. 468-478
Date: 2017
Note: eISSN 1691-5887
Keywords: Biographical narrative;Educational trajectories;Gendered biographies;Intercultural competence;Biographical research
Abstract: Research presented in the paper focuses on learning biographies and professional identity development of 14 female and male teachers at university colleges in Norway. Biographical narratives reveal subjective accounts and perception of gender roles and it exposes interaction of formal, non-formal, informal experiential learning in different cultural contexts (journeys), combination of learning, work and family life. Learning as a lifelong process is inter-woven with distribution of power in society, social stratification, structural economic and labour market processes, social identities (including gender) and relation between various spheres of social life (public and private, work, family and learning, etc.). In the settings of late modernity globalisation and the process of disembedding mechanisms of social institutions allow individuals to experience new cultures, new lifestyles and feel disembedded and detached from institutions. Internationalization of higher education is an example of empowering detachment mechanisms, when people choose to learn in different cultural settings and develop intercultural competence through experiential learning. The aim of the paper is to analyse (re)construction of self-identity in biographical narratives and conceptualize male and female learning biographies and learning paths in becoming teachers in multicultural education
Internet: https://doi.org/10.17770/sie2017vol2.2318
https://doi.org/10.17770/sie2017vol2.2318
Affiliation(s): Vytauto Didžiojo universitetas
Šiaulių universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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