A teacher’s ability to feel successful – some might even say good – in today’s education system relies on a particular conception of academic success. We argue neoliberalism, as it operates in education, is a normalized trauma enfolded in the individual and collective bodies of women teachers producing overwhelming feelings of never being good enough while also not feeling entitled to do what is right – in the moment – for the children they teach. But this is not new; women have historically been positioned as others through whom educational directives should flow without question. Using the lived experience of the first author, teaching in the south-eastern United States, we describe some of the tolls neoliberalism has on the physical and emotional well-being of the woman teacher body in the search of being good enough. We argue it is time for teacher education to become a feminist project where women have access to the intellectual and analytical tools to make sense of what is being done to them and to give testimony and be a critical witness of these everyday traumas that are being inflicted upon them, their students and others collectively in schools.

在当今的教育体系中，教师感到成功的能力-甚至有人说是很好的-取决于对学术成功的特定理解。我们认为，新自由主义在教育中运作时，是一种正常化的创伤，​​笼罩在女教师的个人和集体中，产生了压倒性的感觉，即永远不够好，同时也无权为儿童做正确的事。他们教。但是，这并不新鲜。妇女历来被定位为其他人，教育指示应毫无疑问地通过这些妇女。根据第一作者的生活经验，在美国东南部进行教学，我们描述了新自由主义对寻求女教师的身体和情感健康造成的一些损失。足够好。我们认为，现在是时候使教师教育成为一个女权主义的项目，在这个项目中，妇女可以使用智力和分析工具来了解对她们的所作所为，并作证，并成为这些日常创伤的重要见证人。他们，他们的学生和其他人在学校集体生活。