@article{oai:teapot.lib.ocha.ac.jp:00037851,
 author = {小高, さほみ and KODAKA, Sahomi},
 journal = {ジェンダー研究 : お茶の水女子大学ジェンダー研究センター年報},
 month = {Mar},
 note = {application/pdf, 紀要論文, In this article I will discuss the formation as well as the reformation of identities that a male teacher is expected to build while entering a gendering organization where men are absent. By examining the case of university teacher training for home economics in Japan, I will attempt to draw out the way in which a man constructs a new identity within the space between individual and institutional/organizational levels. I take two theoretical approaches to explore the issue of identity formation in a gendering institution/organization. One is the theoretical framework, “History in Person”, advocated by D. Holland and J. Lave. The other approach I apply is “Communities of Practice” introduced by E. Wenger. These two approaches are utilized to examine actual practices in the arena of my focus. The data I used for my empirical analysis is collected from interviewing male home economics teachers. I precisely analyzed a male teacher’s trajectory. I found that the identity of a man is newly formed when he attempted to become a home economics teacher. My finding suggested a male teacher’s “contentious practice” that it is embedded historically and institutionally. Also, this study suggested the importance of paying attention to the process of recognizing the “man absence” area and the way in which a man tried to enter such an area where men had not been present. Most importantly, I found a specific pattern of men’s entry into a gendering institution/organization which was evidently a different pattern when women shows in entering a space of man dominated.},
 pages = {105--128},
 title = {男性が家庭科教員になることに伴うアイデンティティの変容 : ジェンダーバリアーの顕在化に着目して},
 volume = {9},
 year = {2006}
}