'They Won't Take You as a Man, as a Real Man' Why Men Can't Teach Young Children in Foundation Phase

Autor/inn/en	Moosa, Shaaista; Bhana, Deevia
Titel	'They Won't Take You as a Man, as a Real Man' Why Men Can't Teach Young Children in Foundation Phase
Quelle	In: International Journal of Inclusive Education, 22 (2018) 6, S.577-593 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1390002
Schlagwörter	Foreign Countries; Early Childhood Education; Elementary Education; Young Children; Males; Qualitative Research; Masculinity; Femininity; Social Attitudes; Elementary School Teachers; Sex Stereotypes; Social Bias; Semi Structured Interviews; South Africa + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Frühe Kindheit; Male; Männliches Geschlecht; Qualitative Forschung; Männlichkeit; Femaleness; Weiblichkeit; Social attidude; Soziale Einstellung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article focuses on how male and female primary school teachers' account of the suitability of male teachers in early years or Foundation Phase (FP) of schooling. We draw from an in-depth qualitative interview-based study to examine how ideals around hegemonic masculinity have effects for the characterization of FP within traditional feminine qualities such as nurturing and caring for children. These qualities contrasted with hegemonic masculinity and fuelled the disassociation between men and teaching young children. We found that whilst men had the responsibility to provide financially for children, their involvement in childcare duties was linked to low-status work gendering the construction of carework as women's work. The shame and embarrassment associated with teaching young children were an important mechanism to police and regulate hegemonic masculinity. Analysing how male and female primary school teachers construct hegemonic forms of masculinity provides insights into the reproduction of FP as a feminised profession as well as the construction and maintenance of counter feminist masculine ideals. Addressing forms of masculinity that are premised on male domination is vital in South Africa, especially as the need to alter masculinities and deepen gender equality has barely touched this phase of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01