Doing gender and professionalism: Exploring the intersectionalities of gender and professionalization in early childhood education.

Autor/inn/en	Tennhoff, Wiebke; Nentwich, Julia C.; Vogt, Franziska
Titel	Doing gender and professionalism: Exploring the intersectionalities of gender and professionalization in early childhood education.
Quelle	In: European early childhood education research journal, 23 (2015) 3, S. 340-350Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1350-293X; 1752-1807
DOI	10.1080/1350293X.2015.1043808
Schlagwörter	Einstellung (Psychologie); Lehrer; Männlichkeit; Berufliche Identität; Professionalität; Kindergartenerzieher; Mann
Abstract	Men in early childhood education (ECE) are subjected to different discourses: while they are facing serious mistrust on the one hand, their otherness to the field is also interpreted as new and potentially innovative on the other hand. This article explores how male childcare workers create and take up different subject positions by drawing on these competing discourses in order to acquire a legitimate position as men in the female-dominated context of Swiss day-care centers. In constructing themselves as professionals they create a subject position that seems to move beyond the gender binary. Analysing the position of the professional in depth, the article first shows how this position is accomplished and then explores how gender unfolds between the lines by infusing professionalism with masculinity. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3