ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book deals with contemporary discourses of the feminisation of teaching which circulate in a range of contexts and explores the way these discourses play out in men and women teachers’ working and personal lives. It argues that research on gender equality matters in educational contexts has disproportionately focused on learners, with limited concerns for how gender, class, race and other equality matters play out in teachers’ lives. The book shows that educational and sociological studies have often merely conceptualised gender and other power relationships as variables, when they have not altogether remained silent about gender and the feminisation of teaching. Discourses of the feminisation of teaching are constitutive of practices which produce gender-based inequalities, as women and what is culturally constructed as 'feminine' are usually ‘marked’ as inferior.
