Men Teaching Children 3-11: Dismantling Gender Barriers
Autor Dr Elizabeth Burn, Dr Simon Pratt-Adamsen Limba Engleză Hardback – 16 dec 2015
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Specificații
ISBN-13: 9781472534842
ISBN-10: 1472534840
Pagini: 224
Dimensiuni: 156 x 234 x 14 mm
Greutate: 0.49 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom
ISBN-10: 1472534840
Pagini: 224
Dimensiuni: 156 x 234 x 14 mm
Greutate: 0.49 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom
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Caracteristici
Represents
views
and
experiences
of
male
teachers,
trainees
teachers
and
tutors
across
a
range
of
settings,
addressing
a
clear
gap
in
the
present
literature
focuses
on
feminist
interpretation
of
observed
practice
Notă biografică
Elizabeth
Burnis
a
retired
academic
with
substantial
experience
of
teaching
in
urban
schools
and
higher
education.
She
is
now
involved
in
setting
up
a
free
school
in
a
disadvantaged
area
in
the
North-East
of
England.Simon
Pratt-Adamsis
Head
of
the
Department
of
Education
in
the
Faculty
of
Health,
Social
Care
and
Education
at
Anglia
Ruskin
University,
UK.
Cuprins
Introduction1.
The
Historical
Background
2.
Men
Training
to
Teach
Young
Children3.
The
Role
of
Sport
in
Upholding
Gender
Practice4.
Male
Teachers
and
Discipline5.
Male
Role
Models6.
Male
Teachers
and
Promotion7.
Moral
Panics
8.
International
Experiences
and
Perspectives9.
Women
Teachers
Talking10.
Removing
Gender
BarriersConclusionAppendixGlossaryBibliographyIndex
Recenzii
Chapter
1
should
be
required
reading
for
everyone
...
I
would
argue
that
any
English-speaking
teacher,
teacher
educator,
student
teacher,
school
leader
or
parent
ought
to
read
this.
This is a book for everyone with an interest in education. It will have obvious appeal to males entering and established in the teaching profession who may, as I did, identify with many of the perspectives presented. I hope it will find a wider audience than just those interested in gender, however, as female teachers, school policy-makers, parents of boys and girls, and academics in the field of teacher education will find much that will help them make sense of the gendered practices they carry themselves and that they encounter in their experiences in education.
Men Teaching Children 3-11is a text with an in-depth review of the topic of men who teach elementary aged children ... This book is perfect for a reader who has a passion for gender equity issues or others who want additional research on the topic.
Examining the working lives of men teaching young children, the authors offer a unique spin on gender studies in education. There is great use of data and grounded feminist and post-structural theory. The historical and contemporary vantage points offer multilayered understandings of the topic. In addition to research, historiography and social critique, the book offers pedagogical techniques to disrupt the patriarchal assumptions embedded in school buildings that all too often resemble Victorian households.
An ambitious and scholarly volume that is incredibly successful in combining theory and the voices of teachers - both men and women - to convey the depth of the gender contradictions in the primary teaching profession. This is likely to be the definitive work on the topic for many years to come.
Burn and Pratt-Adams argue that men teaching in the early years of schooling have been consistently undervalued and positioned as deviant by the wider society. The implications of this for the identity of the Early Years practitioner is significant. By interrogating the views of a group of male Early Years teachers and the associated gender scripts that are attached to them, this book makes a major contribution to the literature in this field and should be read by all those working with young children.
Burn and Pratt-Adams skilfully balance the presentation of sometimes complex theoretical positions with an engaging and accessible narrative, which is a perfect combination. This book is a much needed addition to our Professional Studies reading list.
Burn and Pratt-Adams' appraisal of the lives and careers of male primary teachers and the role of schooling in social reproduction is timely and informed. The authors demonstrate how discourses of gender and sexuality continue to shape teachers' career opportunities and offer welcome proposals designed to dismantle institutional barriers to equality. Invaluable for all students of education.
This excellent book is about education equality, equity but ultimately gender. It challenges social stereotypes by examining how men work in predominately female education environments. Both Burn and Pratt-Adams show the importance of this area for education research and professional practice. The authors finding of the need for "alliance-work" between male and female teachers have important implications for children, parents, school governors and educational researchers in domestic and international settings.
This is a book for everyone with an interest in education. It will have obvious appeal to males entering and established in the teaching profession who may, as I did, identify with many of the perspectives presented. I hope it will find a wider audience than just those interested in gender, however, as female teachers, school policy-makers, parents of boys and girls, and academics in the field of teacher education will find much that will help them make sense of the gendered practices they carry themselves and that they encounter in their experiences in education.
Men Teaching Children 3-11is a text with an in-depth review of the topic of men who teach elementary aged children ... This book is perfect for a reader who has a passion for gender equity issues or others who want additional research on the topic.
Examining the working lives of men teaching young children, the authors offer a unique spin on gender studies in education. There is great use of data and grounded feminist and post-structural theory. The historical and contemporary vantage points offer multilayered understandings of the topic. In addition to research, historiography and social critique, the book offers pedagogical techniques to disrupt the patriarchal assumptions embedded in school buildings that all too often resemble Victorian households.
An ambitious and scholarly volume that is incredibly successful in combining theory and the voices of teachers - both men and women - to convey the depth of the gender contradictions in the primary teaching profession. This is likely to be the definitive work on the topic for many years to come.
Burn and Pratt-Adams argue that men teaching in the early years of schooling have been consistently undervalued and positioned as deviant by the wider society. The implications of this for the identity of the Early Years practitioner is significant. By interrogating the views of a group of male Early Years teachers and the associated gender scripts that are attached to them, this book makes a major contribution to the literature in this field and should be read by all those working with young children.
Burn and Pratt-Adams skilfully balance the presentation of sometimes complex theoretical positions with an engaging and accessible narrative, which is a perfect combination. This book is a much needed addition to our Professional Studies reading list.
Burn and Pratt-Adams' appraisal of the lives and careers of male primary teachers and the role of schooling in social reproduction is timely and informed. The authors demonstrate how discourses of gender and sexuality continue to shape teachers' career opportunities and offer welcome proposals designed to dismantle institutional barriers to equality. Invaluable for all students of education.
This excellent book is about education equality, equity but ultimately gender. It challenges social stereotypes by examining how men work in predominately female education environments. Both Burn and Pratt-Adams show the importance of this area for education research and professional practice. The authors finding of the need for "alliance-work" between male and female teachers have important implications for children, parents, school governors and educational researchers in domestic and international settings.