The conception, construction, and maintenance of the identity of Roman Catholic female religious teachers: A historical case study from Ireland

Over the last three decades, there has been a burgeoning of research on teacher identity. While the various bodies of work produced are very valuable, further lines of enquiry need to be pursued in order to take account of the complexities involved. This paper on the conception, construction, and maintenance of the identity of Roman Catholic female religious teachers in Ireland from the mid-1930s to the mid-1960s is offered as one contribution. Being restricted to a particular time and place, it is a response to those who have emphasized the need to investigate teacher identity in different national contexts. Secondly, by focusing on female teaching religious, it highlights the importance of studying different types of teachers other than those identified by age group, school subject, or grade level taught. Thirdly, it represents a shift in research framing away from the more usually utilized concepts of personal identity, social identity, professional identity, and the self. Documentary evidence and oral testimony indicate that the professional life of the female teaching religious was viewed by them as being integral to their religious vocation. This particular notion of vocation embodied a spiritual belief in being called by God, to work for God. Thus, it meant that the female teaching religious approached teaching, quite literally, with religious zeal. It also meant that their commitment was, first and foremost, to their religious life and that teaching, while deemed to be very important, was always in accord with and, where necessary took second place, to that life. © 2014 Taylor and Francis.