Being the ‘right’ kind of male teacher: The disciplining of John

Mills, M., Haase, M. and Charlton, E. (2008) Being the ‘right’ kind of male teacher: The disciplining of John. Pedagogy, Culture and Society, 16 1: 71-84. doi:10.1080/14681360701877792

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Author Mills, M.
Haase, M.
Charlton, E.
Title Being the ‘right’ kind of male teacher: The disciplining of John
Journal name Pedagogy, Culture and Society   Check publisher's open access policy
ISSN 1468-1366
Publication date 2008-01-01
Year available 2008
Sub-type Article (original research)
DOI 10.1080/14681360701877792
Open Access Status DOI
Volume 16
Issue 1
Start page 71
End page 84
Total pages 14
Editor Carr, W.
Edwards, R.
Frankham, J.
Place of publication United Kingdom
Publisher Routledge
Language eng
Subject 130308 Gender, Sexuality and Education
939904 Gender Aspects of Education
Abstract In a context where the lack of male teachers is constructed as a worrying concern for many Western education systems, men who make the decision to become teachers, particularly in early childhood and primary education, are often adulated. However, alongside this adulation sits an expectation to be a 'real man'. This paper tells the story of John, a male primary school teacher who left the teaching profession after one year as a result of incommensurable differences between the expectations held of him as a male teacher and his identity as a primary school teacher. While not an attempt to position John as a victim, this paper suggests that expectations of male teachers, such as to be effective disciplinarians, have normalising effects on men within the teaching profession that, in this case, led to a rejection of teaching as a career path. We contend that the image of the 'imagined male teacher' that underpins both current calls for more male teachers and John's departure from schooling is likely to have a negative impact upon all students (boys and girls) and also denigrates the work of female teachers.
Keyword Male teachers
Primary teaching
Teacher identity
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 26 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 30 times in Scopus Article | Citations
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Created: Tue, 07 Apr 2009, 21:24:24 EST by Rebecca Donohoe on behalf of School of Education