The Lure of Hegemonic Masculinity: Investigating the Dynamics of Gender Relations in Two Male Elementary School Teachers' Lives

Autor/in	Martino, Wayne
Titel	The Lure of Hegemonic Masculinity: Investigating the Dynamics of Gender Relations in Two Male Elementary School Teachers' Lives
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 21 (2008) 6, S.575-603 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Masculinity; Males; Elementary School Teachers; Social Class; Teaching Methods; Educational Philosophy; Self Concept; Sexuality; Role Models; Educational Policy; Foreign Countries; Interviews; Critical Theory; Case Studies; Australia; Canada (Toronto) + Suchen Sie Ihr Suchwort? Männlichkeit; Male; Männliches Geschlecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Social classes; Soziale Klasse; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Selbstkonzept; Sexualität; Identifikationsfigur; Politics of education; Bildungspolitik; Ausland; Interviewing; Interviewtechnik; Kritische Theorie; Case study; Fallstudie; Case Study; Australien
Abstract	This paper is based on an investigation into the dynamics of masculinity in two male elementary school teachers' lives. It draws on a poststructuralist approach to empirical analysis that is informed by Sondergaard who argues for the need to attend to the "constitution of social practices and cultural patterns" through which subjects make sense of their lived experiences. This approach, it is argued, is supported by Convery who stresses the need to "sensitively confront" the identity claims that are inscribed through teacher narratives. In this sense, the author provides an account of the dynamics of masculinity in two male elementary school teachers' lives, which attend to issues of sexuality and social class in examining how gendered identity management impacts on pedagogical practices and philosophical approaches to teaching. This poststructuralist analytic inquiry, with its emphasis on interrogating essentialized notions of fixed identity, illuminates the contradictory practices of hegemonic masculinity in male elementary school teachers' lives. Such empirical inquiry, it is further argued, is necessary given the failure of educational policy, in its insistence on the need for more male role models in elementary schools, to deal adequately with the complexities and significance of male teachers' masculinities. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10