Men who teach Early Childhood Education: Mediating Masculinity, Authority and Sexuality

被引：7
|
作者：
Moosa, Shaaista [1 ]
Bhana, Deevia [1 ]
机构：
[1] Univ KwaZulu Natal, Sch Educ, Private Bag 1003, ZA-3605 Durban, South Africa
来源：
TEACHING AND TEACHER EDUCATION | 2023年 / 122卷
基金：
新加坡国家研究基金会;
关键词：
Male preservice teachers; Young children; Hybrid masculinity; South Africa; HYBRID MASCULINITIES; HEGEMONIC MASCULINITY; SOUTH-AFRICA; GENDER; POWER; DONT;
D O I：
10.1016/j.tate.2022.103959
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Efforts to involve men in teaching young children is aimed at disrupting gender-specific occupational segregation and the feminization of teaching. This paper foregrounds the reasons a group of South Af-rican male preservice teachers chose to specialise in Early Childhood Education (ECE). We deploy hybrid masculinity as a lens to unpack how men reconfigure male power as prospective ECE teachers. Male authority and intergenerational relations in ECE and the avoidance of sexual misconduct permit male teachers to strategically mediate power and claim status as prospective ECE teachers. Highlighting these gendered complexities is vital in developing a gender equitable ECE landscape.(c) 2022 Published by Elsevier Ltd.
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页数：11
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