Learning to Be a Primary School Teacher: Reading One Man's Story

Autor/in	Smedley, Sue
Titel	Learning to Be a Primary School Teacher: Reading One Man's Story
Quelle	In: Gender and Education, 19 (2007) 3, S.369-385 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Stellungnahme; Elementary School Teachers; Masculinity; Males; Cultural Context; Gender Issues; Personal Narratives; Equal Opportunities (Jobs); Social Bias; Foreign Countries; Social Attitudes; Sex Stereotypes; Preservice Teachers; United Kingdom + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Männlichkeit; Male; Männliches Geschlecht; Geschlechterfrage; Erlebniserzählung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Ausland; Social attidude; Soziale Einstellung; Großbritannien
Abstract	Few men choose to become primary school teachers. Those who do move into a world often thought of as feminized and contend with a publicly-voiced rhetoric which simultaneously idealizes and demonizes them. This paper turns a spotlight on one student's stories of being a man and a student primary school teacher. It considers how he negotiates the assumptions made about him as a gendered individual challenged by the task of learning to be a teacher. It has not been the norm for women to research men. The author sets out from a different place as a woman writing about a man. The paper argues that the emotional investment and paradox in this man's narratives cannot be understood without recourse to developing understandings of masculinity and difference, learnt through language which maintains or challenges inequalities and which interrelates with social and cultural contexts which have histories. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10