A New Perspective on the Lack of Men in Education

• In Event: Male Teachers as Cultural Workers in the Lives of Children, Families, and Communities

Abstract

Largely influenced by the theoretical framework of Keddie (2006, 2008), Mills & Keddie (2007), Keddie & Mills (2009), the presenter questions the authenticity of two standard paradigms for addressing the lack of men in education. Rather than viewing the question from the perspective of a hypothetical “boys crisis” or from the perspective of a lack of male role models, this presenter instead addresses the question from the perspective of equality and diversity.

The lack of men in education is not a problem that lies within inherent differences between genders, but rather it is one which reflects varying degrees of sexism which persist within mainstream society. If males are to act as role models for children, it is essential that the kind of role modeling occurring in the classroom challenges the sexist and homophobic values that contribute to the disparities in the teaching profession. The research points to the possibility of multiple forms of masculine subjectivities that exist apart from the cultural ideal constantly espoused by the media and defended by social norms. By linking the debate on male teachers to recent work on multiple masculinities, the question is made accountable to larger social phenomena that contribute to gender disparities in teaching. This relates also to the question of the “boys crisis” in that it now becomes important to the male teacher debate to understand how formative school experiences influence the choice to teach, which is a contestable form of adult masculinity.

Ultimately, this research indicates that formal schooling as an institution leaves an indelible mark on the lives of children and young adults. The institution, however, is deeply marred by unquestioned traditions, notable is its ongoing and condoned division of labor. Any and all rhetoric based on differences between genders and the separation of roles are what fundamentally cause the paucity of men in teaching.

This research utilizes as its data the existing literature on the question of men in education and provides a new framework for interpretation of this literature. The presentation will introduce the audience to some of this literature so that it may be considered in light of this framework.

References:

Keddie, A. (2006). Pedagogies and critical reflection: Key understandings for transformative gender justice. Gender & Education, 18(1): 99-114.
Keddie, A. (2008). Gender Justice and the English citizenship curriculum: A consideration of Post-September 11 national imperatives and issues of “Britishness.” International Journal of Educational Reform, 17(1): 3-18.
Keddie, A. & Mills, M. (2009). Disrupting masculinized spaces: Teachers working for gender justice. Research Papers in Education, 24(1): 29-43.
Mills, M. & Keddie, A. (2007). Teaching boys and gender justice. International Journal of Inclusive Education, 11(3): 335-354.

Author

• Shaun Johnson, Towson University