Being the right kind of male teacher : the disciplining of John

Mills, Martin, Haase, Malcolm and Charlton, Emma 2008, Being the right kind of male teacher : the disciplining of John, Pedagogy, Culture & Society, vol. 16, no. 1, pp. 71-84.

Attached Files
Name Description MIMEType Size Downloads

Title Being the right kind of male teacher : the disciplining of John
Author(s) Mills, Martin
Haase, Malcolm
Charlton, EmmaORCID iD for Charlton, Emma
Journal name Pedagogy, Culture & Society
Volume number 16
Issue number 1
Start page 71
End page 84
Total pages 14
Publisher Routledge
Place of publication London, England
Publication date 2008-03-01
ISSN 1468-1366
Keyword(s) male teachers
teacher identity
primary teaching
Summary In a context where the lack of male teachers is constructed as a worrying concern for many Western education systems, men who make the decision to become teachers, particularly in early childhood and primary education, are often adulated. However, alongside this adulation sits an expectation to be a ‘real man’. This paper tells the story of John, a male primary school teacher who left the teaching profession after one year as a result of incommensurable differences between the expectations held of him as a male teacher and his identity as a primary school teacher. While not an attempt to position John as a victim, this paper suggests that expectations of male teachers, such as to be effective disciplinarians, have normalising effects on men within the teaching profession that, in this case, led to a rejection of teaching as a career path. We contend that the image of the ‘imagined male teacher’ that underpins both current calls for more male teachers and John’s departure from schooling is likely to have a negative impact upon all students (boys and girls) and also denigrates the work of female teachers.
Language eng
Field of Research 130308 Gender, Sexuality and Education
Socio Economic Objective 939904 Gender Aspects of Education
HERDC Research category C1.1 Refereed article in a scholarly journal
HERDC collection year 2008
Copyright notice ©2008, Taylor & Francis
Persistent URL

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 46 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 1277 Abstract Views, 51 File Downloads  -  Detailed Statistics
Created: Thu, 28 Feb 2013, 16:32:26 EST by Emma Charlton

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact