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Performativity, “D”iscourse, and the Woman/Teacher/Mother Entanglement
Abstract
This chapter approaches the question of why the stigma against childfree classroom teachers exists from a combined historical and theoretical perspective. The author considers the idea of the woman schoolteacher as what Weiler (1989) refers to as “an ideological construct” (p. 9). The chapter begins with a look at the feminization of teaching and what it meant for the role of women in the classroom. The chapter goes on to use Barad's extension of Butler's notion of performativity to consider what is implied by the reading of the performance of motherhood and how that relates to the expectations of women teachers.
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