Feminising and masculinising primary teaching: A critical examination of the interpretive frameworks of male primary school principals in Hong Kong

Feminising and masculinising primary teaching: A critical examination of the interpretive frameworks of male primary school principals in Hong Kong

• Chan, Anita K. W. Hong Kong Institute of Education

Gender & Education, 23(6), 745-759, 2011

Routledge

2011

• A 人的成長與發展
  • AJ 性別差異、兩性教育差異、教育中的性別偏見

Feminisation Male Principals Primary schools Leadership Narrative Strategies Male Teachers Gender Men Performance Difference Management Equality Issues Power Work Education & Educational Research

• Hong Kong

• 1997.7 onwards

• 小學教育

Over the past two decades, the feminisation of primary school teaching has been identified by the media and government officials in Western countries as an important contributing factor to boys' academic problems. This panic, which has been criticised by feminists as a backlash and a form of recuperative politics, has promoted the development of research into gender and education, particularly studies related to the gendered culture of primary schools and on the masculinities of male teachers. However, male primary principals remain relatively under-researched in the literature, despite the importance of their structural position and increasing concern over the masculinisation of school leadership. This paper aims to contribute to the discussion by critically analysing the interpretive frameworks of 12 male primary school principals. The findings reveal not only the complex, contradictory and at times culturally specific gendered discourses that some male principals employ, but also their feminising and masculinising effects on the school workplace and leadership.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09540253.2011.611041]

• 英文

期刊論文

• 09540253

• 10.1080/09540253.2011.611041

https://bibliography.lib.eduhk.hk/tc/bibs/f7801703

2014-07-11