"I Don't Do the Mothering Role that Lots of Female Teachers Do": Male Teachers, Gender, Power and Social Organisation

Autor/in	Haase, Malcolm
Titel	"I Don't Do the Mothering Role that Lots of Female Teachers Do": Male Teachers, Gender, Power and Social Organisation
Quelle	In: British Journal of Sociology of Education, 29 (2008) 6, S.597-608 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Employment; Biographies; Foreign Countries; Males; Principals; Teaching Methods; Elementary School Teachers; Power Structure; Gender Issues; Sex Role; Feminism; Interpersonal Relationship; Social Environment; Interviews; Gender Differences; Socialization; Australia + Suchen Sie Ihr Suchwort? Dienstverhältnis; Biography; Biografie; Biographie; Ausland; Male; Männliches Geschlecht; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterfrage; Geschlechterrolle; Feminismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziales Umfeld; Interviewing; Interviewtechnik; Geschlechterkonflikt; Socialisation; Sozialisation; Australien
Abstract	The present article reports on a research project investigating the experiences of male primary teachers in Queensland, Australia. While its findings cannot be presented as indicative of all male teachers in all contexts, it does, however, send a warning to policy-makers that the employment of more male teachers may not be in the best interests of gender justice unless such strategies designed to attract more male teachers are informed by sophisticated understandings of gender and social power. Utilising a (pro) feminist post-structuralist theoretical perspective, it is demonstrated how some male teachers contribute to the maintenance of segregated work roles, which is of central importance to the continuance of gender power differentials in a patriarchal society. The research method focused on social relationships and involved a series of semi-structured/life history interviews with 11 male teachers, six female teachers, two male principals and two female principals. An important implication from this research is that the employment of male teachers must be accompanied by an awareness of how teacher practice impacts upon the socialisation of students and how such practice reinforces or contributes to change in the broader gender system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10