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Probing Educational Management as Gendered: An Examination Through Model and Metaphor by Ernestine K. Enomoto — 2000This paper explores the proposition that educational management is a gendered construction. The author utilizes Scott’s analytic model which distinguishes gender as sexual difference, denoted by cultural symbols, signs and representations; and gender as a signifier of power, identified by four different types of social relationships. Against this model, the author casts a gender specific metaphor (“leader as mother”) and a gender neutral one (“leader as visionary”). Applying model to metaphor offers a mechanism to expose gendered assumptions about educational management. Such an analytic device forces an examination of educational management with women at the center, rather than at the periphery, of the construction.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Ernestine Enomoto
University of Hawaii
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Ernestine K. Enomoto is an associate professor in educational administration at the University of Hawai'i. She is the co-author, with Mary Gardiner and Margaret Grogan, of Coloring Outside the Lines, Mentoring Women into School Leadership (SUNY, forthcoming).
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