Addressing Gender Privilege Within Teaching Using Collective Memory Work With Men Elementary Teachers

• In Event: Roundtable Session 4
  In Roundtable Session: Addressing Racial and Gender Injustice in U.S. Schools

Abstract

This qualitative, gendered study explored, critiqued, and disrupted the discourses surrounding men elementary teachers in order to better understand the lives of men and women educators following Collective Memory Work methodology (Haug, 1983/1987). Study participants met in facilitated, collective discussion in order to identify avenues for inquiry, and perform collective analysis on members’ narratives (Kivel and Johnson, 2009). Analysis revealed that men continue to be privileged in hiring and promotion in elementary schools, but these privileges position many men in unsustainable roles of hegemonic masculinity.

Author

• Christopher Michael Hansen, Illinois State University