Masculinities and Teaching in Primary Schools: Exploring the Lives of Irish Male Teachers

This book explores how male teachers enact their professional and personal identities in the classroom, drawing on international contexts to connect complex notions of masculinities with teachers' everyday realities.

Format: Hardback
Length: 94 pages
Publication date: 23 February 2022
Publisher: Springer Nature Switzerland AG

This book provides a valuable platform for male teachers to explore and articulate how their professional and personal identities are intertwined in the classroom. By drawing on a diverse range of international contexts, it seeks to theoretically and conceptually connect intricate notions of masculinities with the everyday experiences of teachers across various settings, including schools, homes, and communities.

The authors employ a comprehensive approach, incorporating theoretical frameworks, empirical research, and personal narratives, to shed light on the complex dynamics that shape male teachers' practices and attitudes. They examine how gender norms, stereotypes, and power dynamics influence the ways in which male teachers interact with their students, colleagues, and parents, and how these interactions contribute to the perpetuation or transformation of gender roles.

One of the key themes explored in the book is the notion of performative masculinity, which suggests that male teachers often engage in a performance of masculinity to conform to societal expectations and maintain their authority in the classroom. The authors argue that this performative masculinity can have both positive and negative consequences, as it can limit the opportunities for male teachers to express their full range of emotions and vulnerabilities, and can contribute to the marginalization of male students.

Another important aspect of the book is the exploration of the role of male teachers in promoting gender equality and diversity in the classroom. The authors argue that male teachers can play a critical role in challenging gender stereotypes and promoting positive attitudes towards gender diversity. By modeling inclusive behaviors and attitudes, male teachers can help create a more equitable and supportive learning environment for all students.

The book also addresses the challenges that male teachers face in their professional and personal lives, such as discrimination, marginalization, and stress. The authors provide insights and strategies for managing these challenges, such as building strong relationships with colleagues and students, seeking support from mentors and professional organizations, and engaging in self-care practices.

Overall, this book offers a rich and insightful exploration of the complex relationship between male teachers, masculinities, and the classroom. It provides valuable insights for educators, policymakers, and researchers interested in understanding the role of gender in education and the ways in which male teachers can contribute to promoting gender equality and diversity in the classroom.

This book provides a valuable platform for male teachers to explore and articulate how their professional and personal identities are intertwined in the classroom. By drawing on a diverse range of international contexts, it seeks to theoretically and conceptually connect intricate notions of masculinities with the everyday experiences of teachers across various settings, including schools, homes, and communities.

The authors employ a comprehensive approach, incorporating theoretical frameworks, empirical research, and personal narratives, to shed light on the complex dynamics that shape male teachers' practices and attitudes. They examine how gender norms, stereotypes, and power dynamics influence the ways in which male teachers interact with their students, colleagues, and parents, and how these interactions contribute to the perpetuation or transformation of gender roles.

One of the key themes explored in the book is the notion of performative masculinity, which suggests that male teachers often engage in a performance of masculinity to conform to societal expectations and maintain their authority. The authors argue that this performative masculinity can have both positive and negative consequences, as it can limit the opportunities for male teachers to express their full range of emotions and vulnerabilities, and can contribute to the marginalization of male students.

Another important aspect of the book is the exploration of the role of male teachers in promoting gender equality and diversity in the classroom. The authors argue that male teachers can play a critical role in challenging gender stereotypes and promoting positive attitudes towards gender diversity. By modeling inclusive behaviors and attitudes, male teachers can help create a more equitable and supportive learning environment for all students.

The book also addresses the challenges that male teachers face in their professional and personal lives, such as discrimination, marginalization, and stress. The authors provide insights and strategies for managing these challenges, such as building strong relationships with colleagues and students, seeking support from mentors and professional organizations, and engaging in self-care practices.

Overall, this book offers a rich and insightful exploration of the complex relationship between male teachers, masculinities, and the classroom. It provides valuable insights for educators, policymakers, and researchers interested in understanding the role of gender in education and the ways in which male teachers can contribute to promoting gender equality and diversity in the classroom.

Weight: 287g
Dimension: 210 x 148 (mm)
ISBN-13: 9783030939939
Edition number: 1st ed. 2022