Male Teachers and Masculinity in South Africa
Troubling Men in the Early Years
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Beschreibung
“Men in the Early Years Matter! This book shows us how, why, and what happens when teachers confront everyday practices that regulate men's participation in feminised school spaces. With attention to Southern theorising, the book confronts the politics of masculinity, sexuality, violence, and suspicion, opening possibilities for rethinking the early years as women's work. Beyond adding more men, the book’s invaluable contribution lies in its critical destabilisation of masculinity in diversifying the early years workforce towards gender justice.”
—Deevia Bhana, Professor and South African Research Chair, University of KwaZulu-Natal, South Africa
This book explores how South Africa’s histories of colonialism and apartheid, together with cultural and social norms, shape how primary school teachers understand and respond to men’s absence and presence in the early years of schooling. It shows that explanations for why men do—or do not—teach young children are not neutral, but are embedded in complex, gendered processes that reflect the country’s distinctive socio-political landscape. In doing so, these interpretations often reproduce gendered inequalities that affect male and female teachers as well as the children they teach. Drawing on Southern theories, the book also offers a decolonial framework for researching men and masculinities in the early years, contributing new perspectives to debates about gender, care, and teaching in the Global South. This book will be of interest to scholars in Masculinity Studies, Education, and Sociology.
Shaaista Moosa is a senior lecturer in the School of Education at the University of KwaZulu-Natal, South Africa. Her research is in the area of gender and education with a focus on men, masculinities, sexualities and care in early childhood education. She focuses on the presence and absence of men in the early years of schooling raising questions about men’s involvement with children, childcare and the broader project of transforming masculinity in South Africa.
This book explores how South Africa’s histories of colonialism and apartheid, together with cultural and social norms, shape how primary school teachers understand and respond to men’s absence and presence in the early years of schooling. It shows that explanations for why men do—or do not—teach young children are not neutral, but are embedded in complex, gendered processes that reflect the country’s distinctive socio-political landscape. In doing so, these interpretations often reproduce gendered inequalities that affect male and female teachers as well as the children they teach. Drawing on Southern theories, the book also offers a decolonial framework for researching men and masculinities in the early years, contributing new perspectives to debates about gender, care, and teaching in the Global South.
This book will be of interest to scholars in Gender Studies, Masculinity Studies, Education, and Sociology.
Adopts a poststructural lens to understand the continued absence of men in ECE Draws upon South Africa's history with colonialism and decolonization Uses critical masculinity studies to address the gendered ideologies that impact the teaching of ECE
Autor*in
Shaaista Moosa
Themen in »Male Teachers and Masculinity in South Africa«
care work homosociality role models homophobia South African early childhood education African masculinity studies gender equity in schools men in teaching gender disparities in education colonialism and education apartheid legacy decolonising education teaching profession diversity gender balance in education sociology of education