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A Gender Perspective on Teachers as Crisis Managers
Swedish Defence University, Department of Security, Strategy and Leadership (ISSL), Ledarskapscentrum.
2019 (English)In: NORA: Nordic Journal of Feminist and Gender Research, ISSN 0803-8740, E-ISSN 1502-394X, Vol. 27, no 2, p. 5-138Article in journal (Refereed) Published
Abstract [en]

Stressful conditions affect communities at different levels and may involve occupational groups not normally associated with issues of crisis and security. Teachers in the compulsory school system are members of such a group. The purpose of this study is to examine teachers’ view of their own role as crisis management actors in a female-dominated occupation. A Grounded Theory approach applying a gender perspective was used as an analytical tool for data processing. In total, 16 informants from four different schools in two different municipalities in Sweden were interviewed. The analysis of these interviews shows that teachers’ perceptions of risk, crisis, and security are influenced and characterized by social and emotional regulation aimed at (a) reducing vulnerability, (b) increasing the sense of security, and (c) regaining or restoring a sense of order and control. These strategies have been discussed froma gender perspective as teachers do not regard themselves as legitimate crisis management actors.

Place, publisher, year, edition, pages
2019. Vol. 27, no 2, p. 5-138
Keywords [en]
teacher, gendered work environment, Grounded Theory, crisis management, emotional and social regulation
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Ledarskap under påfrestande förhållanden
Identifiers
URN: urn:nbn:se:fhs:diva-8527DOI: 10.1080/08038740.2019.1588373OAI: oai:DiVA.org:fhs-8527DiVA, id: diva2:1313103
Available from: 2019-05-02 Created: 2019-05-02 Last updated: 2019-08-23Bibliographically approved

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Alvinius, Aida

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CiteExportLink to record
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  • apa
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Language
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