ABSTRACT

For this study, Swedish upper secondary schoolteacher students were interviewed about their experiences and perceptions of teacher work in light of the traditional gendered division of labor in teaching. While female teaching has been signified by caring work, male teaching has been signified by distant teacher-pupil relations and the use of bodily resources to discipline pupils. In this study, both genders expressed feeling comforted when teacher practice corresponded to the traditional gendered division of labor and experiencing unease when it did not. Women expressed shortcomings in their ability to perform authoritative work because of their lack of male bodily resources. This subordination has been understood as symbolic violence, processed by a gendered habitus that structures women to prefer a special type of teacher work. Despite a small female majority in the profession and in teacher education, male domination still permeates the professional properties of the upper secondary schoolteacher work.

摘要

在这项研究中，瑞典高中教师学生根据传统的教学中的性别分工，就他们对教师工作的经历和看法进行了采访。女性教学象征着关怀工作，而男性教学象征着疏远的师生关系和利用身体资源来管教学生。在这项研究中，当教师的实践符合传统的性别分工时，两性都表示感到安慰，而在不符合时则感到不安。女性表示，由于缺乏男性的身体资源，她们在执行权威工作的能力方面存在缺陷。这种从属地位被理解为象征性暴力，由性别习惯处理，这种习惯使女性更喜欢一种特殊的教师工作。