‘I don’t like them coming to me and saying hey, I like you’: male teachers in relegated positions of masculinity

Msiza, Vusi

doi:10.1080/10130950.2019.1706991

Cited by 7 publications

(10 citation statements)

References 35 publications

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“…This study has produced encouraging results showing that possibilities for a changed education landscape exist in early childhood education, as well changed views on masculinities. hooks (2004) and Msiza (2020) have proposed that for communities to challenge patriarchy, they need to deconstruct normative constructions of masculinities. In working with communities to help alleviate inequality and discrimination in South Africa and prevent unequal distribution of labour based on gender, it is vital to debunk the notion of care work as feminine and construct it as a respectable profession for all interested in it.…”

Section: Discussionmentioning

confidence: 99%

“…Ngezile's and Nyembezi's comments highlight and uphold the power of dominant social discourses in their communities that devalue care work and consider it to be a low status option for men (see Bhana, 2016;Msiza, 2020). Socio-cultural norms maintain the belief that FP teaching is feminine work (Moosa & Bhana, 2020;Msiza, 2019) and SGBs thus sustain the feminised discourse of FP as Pitsoe and Letseka (2013) have pointed out.…”

Section: Societal Perceptions Take Precedence In School Governancementioning

confidence: 98%

“…Researchers (see Bhana & Moosa, 2016;Msiza, 2020;Ratele, 2016) have pointed out that this hegemonic construction of masculinity characterised by violence may contribute to toxic masculinities and the increasing rate of gender-based violence in South Africa. Interestingly, one could also interpret Ngezile's and Nyembezi's comments as deriving from their investment in that patriarchal dividend" (Connell, 2009, p. 142) discussed above.…”

Section: Societal Perceptions Take Precedence In School Governancementioning

confidence: 99%

“…In support of this Msiza (2019) indicated that males seeking employment in such professions like FP teaching is not easy since they are often policed and perceived to have ulterior motives such as wanting to engage in paedophiliac behaviour (Mashiya et al, 2015;Moosa & Bhana, 2018;Msiza, 2019). The male teachers' masculinity is also questioned and at times they are belittled (Kagola & Khau, 2020;Msiza, 2020).…”

Section: Introductionmentioning

confidence: 97%

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"They would not like it if men taught in the foundation phase": SGBs' perceptions of the employment of male FP teachers

Kagola

Khau

2021

J. educ. (Univ. KwaZulu-natal)

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Efforts to recruit and retain men in the Foundation Phase (FP) teaching and learning have been made all over the world. In South Africa, School Governing Bodies (SGBs) are tasked with the responsibility of diversifying schooling by recommending to the Department of Basic Education (DBE) the employment of teachers in all educational phases. Two and a half decades after the dawn of democracy in South Africa, the teaching of children in the early years is still dominated by women. This study explores how SGBs in the Eastern Cape province of South Africa approach the employment of male teachers in FP. Using a qualitative research approach, we used a semi-structured focus group discussion to generate data with five SGB parent-component members. We analysed the data thematically and found that SGBs' employment of male FP teachers is based on societal constructions of gender over employment policy guidelines. The SGB members showed a lack of policy understanding and at times misinterpreted the policies. These findings have implications for education policymakers and teacher training institutions in facilitating the smooth incorporation of males into FP teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Societal Perceptions Take Precedence In School Governancementioning

confidence: 98%

Section: Societal Perceptions Take Precedence In School Governancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

See 2 more Smart Citations

"They would not like it if men taught in the foundation phase": SGBs' perceptions of the employment of male FP teachers

Kagola

Khau

2021

J. educ. (Univ. KwaZulu-natal)

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“…In a bid to address the gender divide in care work generally and FP teaching specifically, it is important to reconstruct masculinities in communities (Moosa & Bhana, 2020;Msiza, 2020). Therefore, involving men to teach in FP or in any other care work creates a space to reconstruct a different form of masculinity that is softer, gentler, and more caring rather than perpetuating stereotypic gender roles (Moosa & Bhana, 2018).…”

Section: Foundation Phase Teaching As a Gendered Spacementioning

confidence: 99%

Using Collages to Change School Governing Body Perceptions of Male Foundation Phase Teachers

Kagola

Khau

2020

Educ. res. soc. change.

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The paper explores how collages can be used to change school governing body (SGB) members' perceptions of male teachers in the foundation phase (FP) in the Nelson Mandela Metropole, South Africa. The involvement of men in FP teaching forms part of initiatives to diversify and do away with the underrepresentation of men in the early years of learning. SGBs play an integral role in the recruitment and retaining of teachers in schools, but not much is known on how SGBs perceive male teachers and their willingness to employ them in FP. This study involved parent members of SGBs as participants because they represent the majority membership in primary school governance. This qualitative study was underpinned by feminist post-structural theory as a lens to analyse data generated using collages and a group discussion, both of which were later thematically analysed to generate the themes discussed in this paper. Findings indicate that participants' socialisation and lived experiences play a major role in the employment of teachers in FP. The findings also show that engaging in participatory visual methodologies such as collages can provide a platform for transformation of deeply embedded discourses towards equitable and socially just societies. In understanding that change is a process, the study recommends that participatory visual methodologies be used in courageous conversations with communities about constructions of caring masculinities and the involvement of men in care professions such as FP teaching. Keywords: collages, feminist post-structural theory, male foundation phase teachers, school governing body

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Men who teach Early Childhood Education: Mediating Masculinity, Authority and Sexuality

Moosa

Bhana

2023

Teaching and Teacher Education

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‘I don’t like them coming to me and saying hey, I like you’: male teachers in relegated positions of masculinity

Cited by 7 publications

References 35 publications

"They would not like it if men taught in the foundation phase": SGBs' perceptions of the employment of male FP teachers

"They would not like it if men taught in the foundation phase": SGBs' perceptions of the employment of male FP teachers

Using Collages to Change School Governing Body Perceptions of Male Foundation Phase Teachers

Men who teach Early Childhood Education: Mediating Masculinity, Authority and Sexuality

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