This qualitative narrative inquiry meticulously explores the professional journeys of two Bangladeshi female educators within the confines of a patriarchal society, shedding light on the challenges they face and the strategies they employ to navigate them. Through narrative exploration, the study uncovers a spectrum of obstacles, ranging from entrenched gender stereotypes to systemic barriers hindering their advancement. Despite these challenges, the educators exhibit remarkable resilience, forging supportive networks and proactively seeking opportunities for skill acquisition and self-empowerment. Leveraging their agency, they challenge prevailing gender norms and advocate for their rights, carving out pathways not only for themselves but also for future generations of women. The findings underscore the transformative potential of education in challenging societal norms and highlight the urgent need for supportive environments and institutional reforms to foster women’s empowerment in Bangladesh and beyond. Methodologically, the study employs a comprehensive framework, combining narrative exploration with thematic analysis, to provide a nuanced understanding of the educators’ experiences. Through in-depth interviews and storytelling sessions, rich qualitative data is gathered, enabling a holistic examination of the complexities inherent in their professional trajectories. Braun and Clarke’s thematic analysis approach further enhances the study’s rigor, facilitating the identification of key themes and patterns within the narratives. This methodological triangulation ensures a robust exploration of the challenges and opportunities faced by Bangladeshi female educators in their lifelong pursuit of professional growth.

Author: Nasrin Pervin

Published in: World Congress on Education (2024)

• Date of Conference: 26-28 August, 2024
• DOI: 10.20533/WCE.2024.0021
• Electronic ISBN: 978-1-913572-71-6
• Conference Location: Churchill College, Cambridge, UK