Fearfully powerful: male teachers, social power and the primary school
Haase, Malcolm (2010) Fearfully powerful: male teachers, social power and the primary school. Pedagogy, Culture and Society, 18 (2). pp. 173-190.
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This paper interrogates the relationship between the social distance men have from children, fear, and the social expectation that men will be capable of managing student (mis)behaviours. Briefly, the central argument is that the social distance men, as a group, have from children, and child protection concerns of men working with children can produce an unfamiliarity and wariness amongst children, of men. This wariness when translated as fear can produce respect and a social expectation that men are (or should be) better than women at managing student behaviour. The argument is developed from a (pro)feminist post-structuralist perspective and draws upon data from a recent qualitative research project on male teachers. While set in Australia there is a global significance for this paper as it theorises how gender inequities are perpetuated in primary school settings in industrialised nations.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||male teachers, social power, primary school, education|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130308 Gender, Sexuality and Education @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939904 Gender Aspects of Education @ 100%|
|Deposited On:||14 May 2011 19:45|
|Last Modified:||14 May 2011 19:45|
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