Private writing, public selves

Kelly, Lucy (2019) Private writing, public selves. Teacher Education Advancement Network Journal, 11 (2). pp. 82-89.

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Abstract

Situating itself within the field of feminist scholarship, this piece brings together a range of academic and professional literature, as well as the author’s own experiences as a PGCE (Postgraduate certificate in Education) tutor in England, to consider how women teachers are using online life-writing for personal and professional self-expression, and the impact this has on their wellbeing. In an educational climate facing a recruitment and retention crisis, do social media platforms and online blogs allow women teachers to be chameleon-like and create a feminised world in cyberspace, or do they result in a culture of fabricated selves and low levels of personal and professional wellbeing?

Item Type:	Article
Journal / Publication Title:	Teacher Education Advancement Network Journal
Publisher:	Teacher Education Advancement Network (TEAN)
ISSN:	2054-5266
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information:	Lucy Kelly, University of Bristol, UK.
Depositing User:	Anna Lupton
Date Deposited:	25 Apr 2019 09:09
Last Modified:	13 Jan 2024 08:45
URI:	https://insight.cumbria.ac.uk/id/eprint/4662

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