Challenging the Feminisation of the Workforce: Rethinking the Mind-Body Dualism in Early Childhood Education and Care

Autor/inn/en	Van Laere, Katrien; Vandenbroeck, Michel; Roets, Griet; Peeters, Jan
Titel	Challenging the Feminisation of the Workforce: Rethinking the Mind-Body Dualism in Early Childhood Education and Care
Quelle	In: Gender and Education, 26 (2014) 3, S.232-245 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2014.901721
Schlagwörter	Males; Gender Differences; Preschool Teachers; Early Childhood Education; Child Caregivers; Young Children; Sex Stereotypes; Femininity; Career Choice; Foreign Countries; Educational History; Gender Bias; Equal Opportunities (Jobs); Teacher Characteristics; Feminism; Social Attitudes; Masculinity; European Union + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Geschlechterkonflikt; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Frühe Kindheit; Femaleness; Weiblichkeit; Ausland; History of education; Bildungsgeschichte; Geschlechterstereotyp; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Feminismus; Social attidude; Soziale Einstellung; Männlichkeit
Abstract	Despite the political and academic debate on the demands for more male workers in Early Childhood Education and Care (ECEC), no European country has reached the benchmark set for 2006 to have 20% male early childhood workers. This has predominantly been countered by challenging the idea that care for the youngest implies an activity "that women naturally do" and by consequently arguing for a higher status and better working conditions for caring jobs. In this article, we analyse the recent "schoolification" of ECEC, and in so doing, we argue that the traditional explanations of the feminisation of the early years workforce do not suffice. In addition, we dwell upon contemporary feminism to challenge the mind-body dualism in discourses and practices of care and explore the concepts of embodied subjectivity and corporeality to further explore pathways to a more equally gendered workforce in early childhood provision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10