The Tyranny of Surveillance: Male Teachers and the Policing of Masculinities in a Single Sex School

Autor/inn/en	Martino, Wayne; Frank, Blye
Titel	The Tyranny of Surveillance: Male Teachers and the Policing of Masculinities in a Single Sex School
Quelle	In: Gender and Education, 18 (2006) 1, S.17-33 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Foreign Countries; Teaching Methods; Role Models; Masculinity; Males; Secondary School Teachers; Single Sex Schools; Teacher Student Relationship; Gender Issues; Teacher Role; High School Students; Australia + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Identifikationsfigur; Männlichkeit; Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterfrage; Lehrerrolle; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Australien
Abstract	This paper draws on research into male teachers in one single sex high school in the Australian context to highlight how issues of masculinity impact on their pedagogical practices and relationships with boys. The study is situated within the broader international field of research on male teachers, masculinities and schooling in Australia, the UK and the US and provides further knowledge about the gendered dimensions of male teachers' pedagogical practices in secondary schools. The authors argue for the urgent need to interrogate the impact of masculinities in male teachers' lives at school, given the call for more male role models to ameliorate the supposed feminizing and emasculating influences of schools on boys' lives. A particular Foucauldian perspective, which draws on surveillance and its key role in practices of gender subjectification, is used to provide insight into how two male teachers learn to police their masculinities and to fashion pedagogical practices under the normalizing gaze of their male students. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10