Doing Research in Indonesia and Sweden on the Ambivalence of Care and Masculinity in ECEC; Challenging Dominant Norms through Ethnographic Methodology

Autor/in	Hellman, Anette
Titel	Doing Research in Indonesia and Sweden on the Ambivalence of Care and Masculinity in ECEC; Challenging Dominant Norms through Ethnographic Methodology
Quelle	In: Ethnography and Education, 16 (2021) 3, S.343-357 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hellman, Anette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2021.1919168
Schlagwörter	Ethnography; Masculinity; Early Childhood Education; Child Care Centers; Cross Cultural Studies; Males; Risk; Career Choice; Preschool Teachers; Child Caregivers; Trust (Psychology); Religious Factors; Cultural Context; Fear; Psychological Patterns; Foreign Countries; Social Bias; Sex Role; Gender Differences; Sweden; Indonesia + Suchen Sie Ihr Suchwort? Ethnografie; Männlichkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Cultural comparison; Kulturvergleich; Male; Männliches Geschlecht; Risiko; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Furcht; Ausland; Geschlechterrolle; Geschlechterkonflikt; Schweden; Indonesien
Abstract	The aim of the article is to explore norms about care and masculinity in early childhood education and care settings in Indonesia and Sweden. Building on long-term ethnographic fieldwork, it is shown how care in the two nations was produced as ambivalent for men, causing a risk of being accused of working with children for the wrong reasons. Two different strategies were employed by the men to handle this: to avoid caring practices and to renegotiate care, making it part of hegemonic masculinity. In the study, ethnographic methodology building on long-term relations, situated knowledge and trust, was key to gain the two different perspectives. The methodology produced nuanced understandings of how care and masculinity came to be enacted in different social and religious contexts. The extended field work enabled trustful relations to develop, which in turn facilitated shared learning about gendered bodies, fear and shame in relation to care (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01