Studies of masculinity have been largely absent from educational research. This book presents a collection of current critical scholarship on the creation of masculinities in schools. Contributors examine experiences in North American, Australian and British schools at all levels from preschool to graduation, and from school settings such as computer labs to the football field. The result is a thoughtful analysis of how masculinities are related to competing definitions of masculinity and femininity. The chapters show how masculinities are constructed among teachers, students and administrators, and locates these analyses within broader social, economic and ideological contexts.

The Problem(s) of Men in Early Education

The Problem(s) of Men in Early Education

The problem(s) of men in early education
James R.King

Men are staying out of primary grade classrooms in droves. Despite calls for “more men teaching young children,” and despite claims that men as teachers in the early grades might repair the disintegrating family, and perhaps because of the inherent problems embedded in these claims, problems this chapter addresses, men continue to ignore this work niche. The relationships between the socially constructed categories of “men” and “teacher” are troubled ones. In many ways the culture views these two categories in opposition. In particular, males who teach in the primary grades, or primary males, face the task of eroding the multiple layers of ossified popular beliefs about “those men who teach children.” ...

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