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"I Sing the Body Electric": Female T...

Howell Beck, Crystal D.

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"I Sing the Body Electric": Female Teachers' Embodied Experiences in Online and Face-to-Face Teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"I Sing the Body Electric": Female Teachers' Embodied Experiences in Online and Face-to-Face Teaching./
Author:	Howell Beck, Crystal D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	238 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-04, Section: A.
Contained By:	Dissertations Abstracts International80-04A.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10932052
ISBN:	9780438363885

"I Sing the Body Electric": Female Teachers' Embodied Experiences in Online and Face-to-Face Teaching.
Howell Beck, Crystal D.

"I Sing the Body Electric": Female Teachers' Embodied Experiences in Online and Face-to-Face Teaching. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 238 p.

Source: Dissertations Abstracts International, Volume: 80-04, Section: A.

Thesis (Ph.D.)--Indiana University, 2018.

This item must not be sold to any third party vendors.

Through this study, the researcher explored and described the embodied experiences of four female sojourner teachers-that is, teachers moving between face-to-face and online classrooms. More specifically, the researcher examined how the participants (all K-12 teachers) understood, created, and reified the discourse of what it means to be a teacher in the United States and what, if any, role gender played in their experiences. Data were created via semi-structured interviews as well as metaphor-making invitations based on techniques from the field of synectics and analyzed using a critical qualitative approach. The study broadly elucidated the as-yet understudied embodied experiences of sojourner teachers, revealing how these teachers redefined the boundaries of their bodies. Major themes include the fluctuating functional body, the ideal teacher and her body, mothering and motherhood, and, linking these, performance and surveillance. Participants revealed a nuanced understanding of the importance of their own surveillance (as women and as teachers) by their students, colleagues, administrators, and other members of their communities and expressed concern over whether or not their work in online classrooms afforded them sufficient opportunities to be surveilled. In response, participants engaged in the creation of a new discourse: that of the sojourner teacher as explorer. Implications for teacher education programs and researchers are discussed.

ISBN: 9780438363885Subjects--Topical Terms:

3172312
Teacher education.

"I Sing the Body Electric": Female Teachers' Embodied Experiences in Online and Face-to-Face Teaching.
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500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Flinders, David J.
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520 $a Through this study, the researcher explored and described the embodied experiences of four female sojourner teachers-that is, teachers moving between face-to-face and online classrooms. More specifically, the researcher examined how the participants (all K-12 teachers) understood, created, and reified the discourse of what it means to be a teacher in the United States and what, if any, role gender played in their experiences. Data were created via semi-structured interviews as well as metaphor-making invitations based on techniques from the field of synectics and analyzed using a critical qualitative approach. The study broadly elucidated the as-yet understudied embodied experiences of sojourner teachers, revealing how these teachers redefined the boundaries of their bodies. Major themes include the fluctuating functional body, the ideal teacher and her body, mothering and motherhood, and, linking these, performance and surveillance. Participants revealed a nuanced understanding of the importance of their own surveillance (as women and as teachers) by their students, colleagues, administrators, and other members of their communities and expressed concern over whether or not their work in online classrooms afforded them sufficient opportunities to be surveilled. In response, participants engaged in the creation of a new discourse: that of the sojourner teacher as explorer. Implications for teacher education programs and researchers are discussed.
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