‘They won't take you as a man, as a real man’ why men can't teach young children in foundation phase

ABSTRACT

This article focuses on how male and female primary school teachers’ account of the suitability of male teachers in early years or Foundation Phase (FP) of schooling. We draw from an in-depth qualitative interview-based study to examine how ideals around hegemonic masculinity have effects for the characterization of FP within traditional feminine qualities such as nurturing and caring for children. These qualities contrasted with hegemonic masculinity and fuelled the disassociation between men and teaching young children. We found that whilst men had the responsibility to provide financially for children, their involvement in childcare duties was linked to low-status work gendering the construction of carework as women’s work. The shame and embarrassment associated with teaching young children were an important mechanism to police and regulate hegemonic masculinity. Analysing how male and female primary school teachers construct hegemonic forms of masculinity provides insights into the reproduction of FP as a feminised profession as well as the construction and maintenance of counter feminist masculine ideals. Addressing forms of masculinity that are premised on male domination is vital in South Africa, especially as the need to alter masculinities and deepen gender equality has barely touched this phase of schooling.

KEYWORDS:

• Male teachers
• power
• masculinities
• Foundation Phase teaching
• gender inequalities
• South Africa

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Shaaista Moosa is a PhD student in the School of Education, University of KwaZulu-Natal. Her key area of research focuses on exploring the need to increase men's involvement as teachers of young children in South Africa.

Deevia Bhana, PhD, is Professor and the DST/NRF South African Research Chair in Gender and Childhood Sexuality. Her most recent books are Love, Sex and Teenage Sexuality Cultures in South Africa: 16 Turning 17 (Routledge, 2018) and Childhood Sexuality and AIDS Education: The Price of Innocence (Routledge, 2016).

Additional information

Funding

This work was supported by The South African Research Chairs Initiative of the Department of Science and Technology and National Research Foundation of South Africa [98407].