A study of women who are headteachers and mothers

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http://eprints.org/relation/ismediumThumbnailVersionOf http://etheses.bham.ac.uk/id/document/1717 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/1717 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/1717 archive 4031 disk0/00/00/07/04 2010-05-27 14:31:20 2019-01-21 10:07:43 2011-07-19 16:22:01 thesis show 0 Bradbury Lynne Mena Gunter Helen University of Birmingham A study of women who are headteachers and mothers unpub HQ LB 30sch_educ This study focuses upon the experience of identity through gathering and studying accounts of the personal and professional lives of twenty women who are headteachers and mothers in the North Midlands of England. The enquiry is shaped by a conceptual framework which grows out of an in depth review of the UK and international literature. The interplay between agency and structure within the social construction of a gendered identity and the value systems based upon this lead to a consideration of the history of headship and its reworking, within Government agenda, as school leadership through the National College for School Leadership. A consideration of research methodology explains the choice of survey as a qualitative approach influenced by the feminist stance, and a semi-structured interview method. Presentation and analysis of the fieldwork has an emphasis on ensuring that the subjects’ voices are prioritised. The complex dialogic nature of identity is clearly heard and the women demonstrate that their struggle for agency within this demands a manipulation of Government and social agenda. 2004-07-19 2004 graduation 2354717 eng other Scanned by Hollingworth & Moss This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 218 University of Birmingham School of Education d_ed na 2004-07-19 graduation