Men Managing, Not Teaching Foundation Phase: Teachers, Masculinity and the Early Years of Primary Schooling

Autor/inn/en	Moosa, Shaaista; Bhana, Deevia
Titel	Men Managing, Not Teaching Foundation Phase: Teachers, Masculinity and the Early Years of Primary Schooling
Quelle	In: Educational Review, 69 (2017) 3, S.366-387 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2016.1223607
Schlagwörter	Gender Differences; Gender Bias; Equal Opportunities (Jobs); Primary Education; Foreign Countries; Elementary School Teachers; Masculinity; Social Influences; Sex Stereotypes; Power Structure; Social Bias; Males; Females; Young Children; Semi Structured Interviews; Teacher Attitudes; Leadership Qualities; South Africa + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Geschlechterstereotyp; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Primarbereich; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Männlichkeit; Sozialer Einfluss; Male; Männliches Geschlecht; Weibliches Geschlecht; Frühe Kindheit; Lehrerverhalten; Führungseigenschaft; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article we argue that eliminating the divisions of labour between men and women could work towards counteracting gender inequality within professions. Globally women are over-represented in the teaching of young children in the early years of primary school, or Foundation Phase (FP), as it is known in South Africa. We are concerned to go beyond essentialist understandings of gender by exploring how male and female primary school teachers at five selected schools in South Africa are sometimes complicit in reproducing men as managers. Men tend to be positioned within dominant notions of masculinity which serve to reproduce masculine power in the realm of school management whilst FP teaching is characterised as "women's work". Teachers of both genders are complicit in safeguarding the FP as a nurturing female domain, whilst reproducing gendered binaries and unequal relations of power. We argue that there is a need to create alternate masculinities that leave behind rigid notions of appropriate gender performances and address current social challenges such as violence, health and gender transformation in South Africa. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01