“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology

Higher education biology is often imagined, perceived, and described as having reached gender equality in terms of who gets to participate disciplinary practices. However, like any other natural science discipline, higher a world whose landscapes are shaped by (re)productions historical, cultural, social norms. We explore these norms through the lens identity, asking what identities recognized university teachers at large Swedish university, analyzing 94 teaching statements written when applying for faculty positions biology. argue that statements, negotiate perform overarching academic discourses with goal present themselves intelligible candidates. As value, they thereby display implicit explicit worlds Using discourse analytical framework, we identified two teacher imagined intelligible: Research Science Teachers Facilitating Teachers. position research associated masculine-coded competences anchor points practice. They consider researchers be ultimate knowers consequently best suitable recruit students into research. Teachers, even though aware hegemonic research, disentangle imaginaries makes researcher from teacher. transgress dominant competence students, create spaces alternative identity work. These findings contribute more nuanced understanding (re)productive processes education, providing perspectives how together infract intergenerational doing science. Additionally, this study provides further evidence not gender-neutral landscape.