Being Caring and Disciplinary--Male Primary School Teachers on Expectations from Others

Autor/inn/en	Hjalmarsson, Maria; Löfdahl, Annica
Titel	Being Caring and Disciplinary--Male Primary School Teachers on Expectations from Others
Quelle	In: Gender and Education, 26 (2014) 3, S.280-292 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2014.901731
Schlagwörter	Males; Elementary School Teachers; Teacher Attitudes; Expectation; Foreign Countries; Masculinity; Gender Differences; Teacher Collaboration; Minority Groups; Social Influences; Personal Narratives; Role Models; Sex Stereotypes; Caring; Work Environment; Semi Structured Interviews; Sweden + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Expectancy; Erwartung; Ausland; Männlichkeit; Geschlechterkonflikt; Lehrerkooperation; Ethnische Minderheit; Sozialer Einfluss; Erlebniserzählung; Identifikationsfigur; Care; Pflege; Sorge; Betreuung; Arbeitsmilieu; Schweden
Abstract	The article explores how male primary school teachers view and relate to other people's expectations of them as teachers. The empirical data consists of interviews with seven teachers working in compulsory school grades three to five in a large-sized town in Sweden. The theoretical work on relations among masculinities developed by Connell and the theoretical concept of care discussed by Noddings are used in the analysis work. Results show on one hand that the teachers view themselves as privileged due to their minority position and on the other hand feel considerable pressure from others as well as from themselves to perform a certain kind of masculinity. The teachers' descriptions of their everyday practices show that they sometimes gather in homo-social groups and demonstrate a care orientation by trying to constitute the welfare of the pupils. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10