Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, but always reaches beyond such particular desires towards that which societies as a whole should consider as desirable. This does, of course, put the common good in tension with the desires of individuals and groups. Neo-liberal modes of governance have, over the past decades, put this particular educational set up under pressure and have, according to some, eroded the very idea of the common good. This set of contributions reflects on this state of affairs, partly through an exploration of the idea of publicness itselfhow it can be rearticulated and regainedand partly through reflections on the current state of education in the 'north' and the 'south.' ARTICLE HISTORY

Primary teaching has traditionally been framed by assumptions about gender. These commonly held, but seldom voiced, assumptions have a strong impact on male primary schoolteachers and on men considering teaching as a career. Focusing on the lives of five Irish male primary teachers, this article unpacks a number of the assumptions relating to men who teach children at primary level. Many of the assumptions are often shrouded in silence, which increases the difficulty in addressing them. In this context, discussions surrounding the topics of care, men working with young children and teaching as a feminine occupation, are presented. The study employs three data-collection phases using the interview as the primary method of enquiry. Overall, two major challenges were identified: informal barriers and the concept of care in education. The study's findings show that gender relations within a feminine environment are central to understanding masculinities in primary schools. This article makes a contribution towards revealing how issues of masculinities are navigated and negotiated on a daily basis. Allied to this, it also provides a context for understanding the challenges male teachers face on a continuous basis. This article is published as part of a thematic collection on gender studies.

This paper explores five Irish male primary teachers' daily experiences of care labour and gender in contemporary Irish schools. Taking a feminist poststructural approach, the study employs three data-collection phases using the interview as the primary method of enquiry. It employs a voice-centred relational method of data analysis, which involves four readings of data with each reading troubling the data in different ways. This paper places specific focus on three everyday phenomena: care, emotions and the body. The evolving dynamic between gender and work is discussed in terms of a socio-cultural tension that informs the experiences of men who work with young children. Overall, two major challenges are identified. First, emotions are considered as individual, internal and private responses to situations. Yet, we absorb the norms and values of our society in the form of social and cultural practices that preserve society, which bring emotions into line with the rules proposed by society. Second, teaching is considered a soft option career for men and an essentially feminised occupation rather than a masculine one. As softness is very often associated with weakness, primary teaching does not align with traditional views of masculinities that are built on rationality, individualisation and heroism. This is a further challenge for male teachers to care in schools. Overall, male teachers are required to reproduce accounts of themselves in terms of valued masculine attributes due to the historical association between women, emotionality and care.

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The concept of masculinities has traditionally been defined in terms of crises associated with boys' underachievement, the violence of homophobia, the underrepresentation of males in caring occupations, the rituals and discourses of laddism, and perceptions of disaffected and unrealised talent. Whereas the topic of masculinities has long been associated with warrants for distinctive and diverse male identities, it has a comparatively more recent history in the research on male Irish primary teachers as a particular social category. Two key findings are discussed in relation to performative masculinitiesa form of strategic manoeuvring designed to exploit gender discourses, practices for control, power and privilege. First, the findings show the staffroom as a bellwether or highly developed locus for teacher socialisation through gendered discourses, events and actions. Second, the findings show nonsynchronous performative masculinities not only between male and female teachers but also with male colleagues. Therefore, it is argued that this frequently forgotten and neglected seam in the grand narrative of schools and schooling in Ireland needs to be more fully understood as a variable of quality, social justice and democratic practices across the full scope and sequence of the teacher continuum and as a prerequisite component in all teacher leadership programmes.