Teachers performing gender and belonging: a case study of how SENCOs narrate inclusion identities

Woolhouse, Clare (2015) Teachers performing gender and belonging: a case study of how SENCOs narrate inclusion identities. Gender and Education, 27 (2). pp. 131-147. ISSN 0954-0253 DOI https://doi.org/10.1080/09540253.2014.992300

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Abstract

This paper investigates how the narratives Special Educational Needs Co-ordinators (SENCOs) tell can be framed as social, discursive practices and performances of identity by analysing accounts offered in focus groups and life history interviews. I explore how the narratives deployed demonstrate an engagement with a rhetoric about who works in inclusive education. I argue this rhetoric informs the materialisation of what Butler terms an ‘intelligible identity’ (1993, 2004), one which might be identified as a SENCO identity because it is gendered as feminine and caring. However, I explore how some of these narratives simultaneously negotiate and refigure rhetorical constructions of intelligible identities by invoking a child centred warrior persona to alternatively iterate belonging to the SEN community. Thus my analysis considers the potential for personal narratives to decouple gender from a rhetoric of caring and identifies potential alternatives for claiming a SENCO identity.

Item Type: Article
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Education
Date Deposited: 22 Apr 2015 08:52
URI: http://repository.edgehill.ac.uk/id/eprint/6378

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