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The plight of the male teacher : An interdisciplinary and multileveled theoretical framework for researching a shortage of male teachers
McGrath, Kevin F. Moosa, Shaaista Van Bergen, Penny Bhana, Deevia
McGrath, Kevin F.
Moosa, Shaaista
Van Bergen, Penny
Bhana, Deevia
Abstract
In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the child level, the classroom level, the organizational level, and the societal level. While complex barriers may continue to limit male teacher representation, the authors hope that this interdisciplinary framework might stimulate further international scholarly discussions about the interactions between teacher-gender, education, and culture.
Keywords
male, school teachers, gender, masculinity, theory
Date
2020
Type
Journal article
Journal
Journal of Men's Studies
Book
Volume
28
Issue
2
Page Range
149-164
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled