"Boys Will Be Boys": What Do Early Childhood Teachers Have to Do with It?

Autor/in	Bhana, Deevia
Titel	"Boys Will Be Boys": What Do Early Childhood Teachers Have to Do with It?
Quelle	In: Educational Review, 61 (2009) 3, S.327-339 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Young Children; Foreign Countries; Gender Differences; Males; Masculinity; Student Behavior; Grade 1; Grade 2; Elementary School Students; Gender Issues; Power Structure; Behavior Problems; Racial Differences; Social Class; Social Attitudes; Teacher Influence; Elementary School Teachers; South Africa + Suchen Sie Ihr Suchwort? Frühe Kindheit; Ausland; Geschlechterkonflikt; Male; Männliches Geschlecht; Männlichkeit; Student behaviour; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Geschlechterfrage; Rassenunterschied; Social classes; Soziale Klasse; Social attidude; Soziale Einstellung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper focuses on the ways in which a selected group of early childhood teachers in grades one and two, located in a predominantly white middle-class context in Durban, South Africa ascribe meaning to young boys they teach. The study finds that early childhood teachers are bearers of masculinity and incorporate taken-for-granted assumptions of boys' behaviour into their understandings of gender, leading to boys' visibility not only in terms of unequal power relations but also in negatively inscribing boys as disruptive. Further the paper provides evidence which shows how race and class have forged particular conceptions of male hegemony which lead to the teachers' investment in a "rugger bugger" masculinity. It is argued that early childhood teachers' investments in hegemonic masculinity are restrictive and work against equality for both boys and girls in early childhood. In this regard the paper signifies the need to address masculinities in the early years of South African primary schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10