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article

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

Pages 86-93 | Published online: 25 May 2020
 

abstract

The foundation phase of education in South Africa (Grades R to 3) is perceived as a space where women and sometimes gay men teach. This conceptualisation has been contested and debated, with more men being recruited. I sought to understand how men relate to homosexuality in these settings, in a period of increased gender-based violence in Africa. I used a case study methodology of nine men, teaching in rural schools in Mpumalanga province. The theoretical framing was informed by two feminist theories: the theory of masculinities and intersectionality. The data was generated using two sessions of interview-conversations. I found that men teaching in the foundation phase construct identities that proclaim they are not soft and feminine. They further distance themselves from a gay identity and homosexuality. Essentially, finding themselves in relegated positions of masculinity, they negotiate their identities by positioning themselves as superior to other men and women. The findings provide a basis for deeper conversations about the gender identity and attitudes of early primary educators, and their potential influence on increased gender based violence.

Additional information

Notes on contributors

Vusi Msiza

VUSI MSIZA is a lecturer in the University of KwaZulu-Natal, School of education. His research focuses on masculinities and men in early childhood education. Email: [email protected]

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