Overview

Men Teaching Children 3-11 provides a comprehensive exploration of work experiences of men who teach young children. The authors draw on their own research as well as international studies to provide realistic strategies to help to remove barriers in order to develop a more gender-balanced teacher workforce. Burn and Pratt-Adams, former primary school teachers who have both experienced these unfair gender practices, also trace the historical roots of the gender barriers that have now become embedded within the occupational culture. Throughout Men Teaching Children 3-11, the authors argue that primary school teachers should be judged by their teaching talents, rather than by the application of biased gender stereotypes; and that male and female teachers need to work together to remove these stereotypes from the occupation.

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9781472534842

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Reviews

Men Teaching Children 3-11 is a fantastic book. In any walk of life it is always a pleasure to hear or read about the life stories of others, and this book explores the experiences, over time, of a number of (predominantly male) teachers in primary and Early Years settings in a way that puts learnt gender behaviours and societal expectations at the forefront of the story. Theirs are stories of contested power relationships, of aspiration challenges, of gendered expectations and of the costs or benefits of non-conformity to those expectations. Burn and Pratt-Adams skilfully balance the presentation of sometimes complex theoretical positions with an engaging and accessible narrative, which is a perfect combination. This book is a much needed addition to our Professional Studies reading list. Mark Betteney, Department of Primary Education, University of Greenwich, UK This excellent book is about education equality, equity but ultimately gender. It challenges social stereotypes by examining how men work in predominately female education environments. Both Burn and Pratt-Adams show the importance of this area for education research and professional practice. The authors finding of the need for alliance-work between male and female teachers have important implications for children, parents, school governors and educational researchers in domestic and international settings. Richard Race, Senior Lecturer in Education, University of Roehampton, UK An ambitious and scholarly volume that is incredibly successful in combining theory and the voices of teachers - both men and women - to convey the depth of the gender contradictions in the primary teaching profession. This is likely to be the definitive work on the topic for many years to come. Ian Menter, President of the British Educational Research Association, Professor of Teacher Education, University of Oxford, UK Burn and Pratt-Adams' appraisal of the lives and careers of male primary teachers and the role of schooling in social reproduction is timely and informed. The authors demonstrate how discourses of gender and sexuality continue to shape teachers' career opportunities and offer welcome proposals designed to dismantle institutional barriers to equality. Invaluable for all students of education. David Blundell, Principal Lecturer and Programme Director for UG and PG Education, London Metropolitan University, UK

Men Teaching Children 3-11 is a fantastic book. In any walk of life it is always a pleasure to hear or read about the life stories of others, and this book explores the experiences, over time, of a number of (predominantly male) teachers in primary and Early Years settings in a way that puts learnt gender behaviours and societal expectations at the forefront of the story. Theirs are stories of contested power relationships, of aspiration challenges, of gendered expectations and of the costs or benefits of non-conformity to those expectations. Burn and Pratt-Adams skilfully balance the presentation of sometimes complex theoretical positions with an engaging and accessible narrative, which is a perfect combination. This book is a much needed addition to our Professional Studies reading list. Mark Betteney, Department of Primary Education, University of Greenwich, UK

Men Teaching Children 3-11 is a fantastic book. In any walk of life it is always a pleasure to hear or read about the life stories of others, and this book explores the experiences, over time, of a number of (predominantly male) teachers in primary and Early Years settings in a way that puts learnt gender behaviours and societal expectations at the forefront of the story. Theirs are stories of contested power relationships, of aspiration challenges, of gendered expectations and of the costs or benefits of non-conformity to those expectations. Burn and Pratt-Adams skilfully balance the presentation of sometimes complex theoretical positions with an engaging and accessible narrative, which is a perfect combination. This book is a much needed addition to our Professional Studies reading list. Mark Betteney, Department of Primary Education, University of Greenwich, UK This excellent book is about education equality, equity but ultimately gender. It challenges social stereotypes by examining how men work in predominately female education environments. Both Burn and Pratt-Adams show the importance of this area for education research and professional practice. The authors finding of the need for alliance-work between male and female teachers have important implications for children, parents, school governors and educational researchers in domestic and international settings. Richard Race, Senior Lecturer in Education, University of Roehampton, UK An ambitious and scholarly volume that is incredibly successful in combining theory and the voices of teachers - both men and women - to convey the depth of the gender contradictions in the primary teaching profession. This is likely to be the definitive work on the topic for many years to come. Ian Menter, President of the British Educational Research Association, Professor of Teacher Education, University of Oxford, UK

Examining the working lives of men teaching young children, the authors offer a unique spin on gender studies in education. There is great use of data and grounded feminist and post-structural theory. The historical and contemporary vantage points offer multilayered understandings of the topic. In addition to research, historiography and social critique, the book offers pedagogical techniques to disrupt the patriarchal assumptions embedded in school buildings that all too often resemble Victorian households. Ronnie Casella, Associate Dean of the School of Education, State University of New York College at Cortland, USA An ambitious and scholarly volume that is incredibly successful in combining theory and the voices of teachers - both men and women - to convey the depth of the gender contradictions in the primary teaching profession. This is likely to be the definitive work on the topic for many years to come. Ian Menter, President of the British Educational Research Association, and Professor of Teacher Education, University of Oxford, UK Simon Pratt Adams and Elizabeth Burn argue that men teaching in the early years of schooling have been consistently undervalued and positioned as deviant by the wider society. The implications of this for the identity of the Early Years practitioner is significant. By interrogating the views of a group of male Early Years teachers and the associated gender scripts that are attached to them, this book makes a major contribution to the literature in this field and should be read by all those working with young children. Rosalyn George, Professor of Educational Studies, Goldsmiths, University of London, UK Burn and Pratt-Adams skilfully balance the presentation of sometimes complex theoretical positions with an engaging and accessible narrative, which is a perfect combination. This book is a much needed addition to our Professional Studies reading list. Mark Betteney, Department of Primary Education, University of Greenwich, UK Burn and Pratt-Adams' appraisal of the lives and careers of male primary teachers and the role of schooling in social reproduction is timely and informed. The authors demonstrate how discourses of gender and sexuality continue to shape teachers' career opportunities and offer welcome proposals designed to dismantle institutional barriers to equality. Invaluable for all students of education. David Blundell, Principal Lecturer and Programme Director for UG and PG Education, London Metropolitan University, UK This excellent book is about education equality, equity but ultimately gender. It challenges social stereotypes by examining how men work in predominately female education environments. Both Burn and Pratt-Adams show the importance of this area for education research and professional practice. The authors finding of the need for alliance-work between male and female teachers have important implications for children, parents, school governors and educational researchers in domestic and international settings. Richard Race, Senior Lecturer in Education, University of Roehampton, UK

Author Information

Elizabeth Burn is a retired academic with substantial experience of teaching in urban schools and higher education. She is now involved in setting up a free school in a disadvantaged area in the North-East of England. Simon Pratt-Adams is Head of the Department of Education in the Faculty of Health, Social Care and Education at Anglia Ruskin University, UK.

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