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131. 47. , 113. 48. , 147. 49. , 173. 50. Kathleen Rockhill, “Dis/connecting Literacy and Sexuality: Speaking the Unspeakable in the Classroom,” in Critical Literacy: Politics, Praxis and the Postmodern, eds. Colin Lankshear and Peter L. McLaren (Albany: State University of New York Press, 1993), 352. 51. Alan Johnson, Privilege, Power and Difference (New York: McGraw-Hill Higher Education, 2001). 52. , 106. EMOTIONAL LABOR AND STRESS 53. Ibid. 54. , 84. 55. Ibid. 56. , 84–85. 57. , 69. 58. Walkerdine, Schoolgirl Fictions, 54.
Women in this framework are colluding with those in power by allowing such an illusion to exist. By accept- EMOTIONAL LABOR AND STRESS 17 ing societal stereotypes through false negotiation in the belief they can choose whether to participate in that image, women allow the stereotype to grow and only reinforce the power of the elite by ignoring the root issue. ” For women, teaching is seen as an extension of their role within the family structure. Women are nurturers and men provide leadership. ”59 Despite all the contradictions, women continue to fulfill the same roles asked of them in the early 1900s.
66. Héléne Cixous, “Coming to Writing” (1991) as cited in Abigail Bray, Héléne Cixous: Writing and Sexual Difference (New York: Palgrave Macmillan, 2004), 177. 67. Peter McLaren, “Critical Literacy and the Postmodern Turn,” in Critical Literacy: Politics, Praxis and the Postmodern, eds. Colin Lankshear and Peter L. McLaren (Albany: State University of New York Press, 1993), 411. 68. Rachel Naomi Remen, “Educating for Mission, Meaning and Compassion,” in The Heart of Learning: Spirituality in Education, ed.