2,738
Views
3
CrossRef citations to date
0
Altmetric
Original Articles

Changing the gender balance in preschools: an analysis of active work carried out by seven Swedish municipalities

References

  • Åberg, M., & Hedlin., M. (2015). Happy objects, happy men? Affect and materiality in vocational training. Gender & Education, 27(5), 523–538.
  • Barnard, C., Hovingh, L., Nezwek, M., Pryor-Bayard, D., Schmoldt, J., ..., Weaver, L. (2000). Recommendations for improving the recruitment of male early childhood education professionals: The female viewpoint. Faculty of the School of Education, Grand Valley State University.
  • Brody, D. (2015). The construction of masculine identity among men who work with young children, an international perspective. European Early Childhood Education Research Journal, 23(3), 351–361.
  • Brownhill, S. (2015). The ‘brave’ man in the early years (0–8): Defining the ‘role model’. European Early Childhood Education Research Journal, 25(3), 370–379.
  • Brownhill, S., Warin, J., & Wernersson, I. (Eds.). (2016). Men, masculinities and teaching in early childhood education: International perspectives on gender and care. London: Routledge.
  • Bryman, A. (2011). Social research methods (4th ed.). Oxford: Oxford University Press.
  • Callerstig, A.-C. (2014). Making equality work: Ambiguities, conflicts and change agents in the implementation of equality policies in public sector organisations. Linköping Studies in Art and Science, no 607 Linköping: Linköping University.
  • Callerstig, A.-C., & Lindholm, K. (2011). Det motsägelsefulla arbetet med jämställdhetsintegrering. Tidskrift För Genusvetenskap, 2/3, 78–96.
  • Cooney, M. H., & Bittner, M. T. (2001). Men in early childhood education: Their emergent issues. Early Childhood Education Journal, 29(2), 77–82.
  • Cushman, P. (2005). Let’s hear it from the males: Issues facing male primary school teachers. Teaching and Teacher Education, 21, 227–240.
  • Cushman, P. (2008). So, what exactly do you want? What principals mean when they say ‘male role model’. Gender and Education, 20(2), 123–136.
  • Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 162–182.
  • Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33–39.
  • Francis, B., & Skelton, C. (2001). Men teachers and the construction of heterosexual masculinity in the classroom. Sex Education, 1(1), 9–21.
  • Granberg, O., & Ohlsson, J. (Eds.). (2016). Kollektivt lärande – I arbetslivet (pp. 21–40). Lund: Studentlitteratur.
  • Haase, M. (2008). ’I don’t do the mothering role that lots of female teachers do’: Male teachers, gender, power and social organisation. British Journal of Sociology of Education, 29(6), 597–608.
  • Havung, M. (2000). Anpassning till rådande ordning: En studie av manliga förskollärare i förskoleverksamhet. Diss. Lund: Lunds Universitet.
  • Heikkilä, M. (2016). Working to bring more men into preschools – What are Swedish municipalities doing? Early Child Development and Care. doi:10.1080/03004430.2016.1266620
  • Heikkilä, M., & Hellman, A. (2016). Male preschool teacher students negotiating masculinities: An qualitative study with men who are studying to become preschool teachers. Early Child Development and Care. doi:10.1080/03004430.2016.1161614
  • Johannesen, N. (2010). Status of Gender equality work in Norwegian Kindergartens – New kindergartens in old tracks. Likestillingssentret, Norway. Retrieved from http://www.siggender.eu/forschung/OMEP_2010_Johannesen.pdf
  • King, J. R. (1998). Uncommon caring: Learning from men who teach young children. New York, NY: Teachers College Press.
  • Kvale, S., & Brinkmann, S. (2014). Den kvalitativa forskningsintervjun (3[rev.] ed.). Lund: Studentlitteratur.
  • Martino, W., Lingard, B., & Mills, M. (2004). Issues in boys’ education: A question of teacher threshold knowledges? Gender and Education, 16(4), 435–454.
  • Martino, W. J. (2008). Male teachers as role models: Addressing issues of masculinity, pedagogy and the re-masculinization of schooling. Curriculum Inquiry, 38(2), 189–223.
  • McGrath, K., & Sinclair, M. (2013). More male primary-school teachers? Social benefits for boys and girls. Gender and Education, 25(5), 531–547.
  • Mistry, M., & Sood, K. (2013). Why are there still so few men within early years in primary schools: Views from male trainee teachers and male leaders? Education, 3–13, 1–13.
  • Ohlsson, J. (2016). Teamlärande. In O. Granberg & J. Ohlsson (Eds.), Kollektivt lärande – I arbetslivet (pp. 21–40). Lund: Studentlitteratur.
  • Peeters, J. (2007). Including men in early childhood education: Insights from the European experience. NZ Research in Early Childhood Education, 10, 15–24.
  • Peeters, J., Rohrmann, T., & Emilsen, K. (2015). Gender balance in ECEC: Why is there so little progress? European Early Childhood Education Research Journal, 25(3), 302–314.
  • Pirard, F., Schoenmaeckers, P., & Camus, P. (2015). Men in childcare services: From enrolment in training programs to job retention. European Early Childhood Education Research Journal, 25(3), 362–369.
  • Roulston, K., & Mills, M. (2000). Male teachers in feminised teaching areas: Marching to the beat of the men’s movement drums? Oxford Review of Education, 26(2), 221–237.
  • Sargent, P. (2005). The gendering of men in early childhood education. Sex Roles, 52(3–4), 251–259.
  • Skelton, C. (2009). Failing to get into primary teaching: A feminist critique. Journal of Education Policy, 24(1), 39–54.
  • Smith, J. (2007). ’Ye’ve got to ’ave balls to play this game sir!’ Boys, peers and fears: The negative influence of school-based ‘cultural accomplices’ in constructing hegemonic masculinities. Gender and Education, 19(2), 179–198.
  • Stroud, J. C., Smith, L. L., Ealy, L. T., & Hurst, R. (2000). Choosing to teach: Perceptions of male preservice teachers in early childhood and elementary education. Early Child Development and Care, 163, 49–60.
  • Styhre, A. (2014). Gender equality as institutional work: The case of the church of Sweden. Gender, Work & Organization, 21(2), 105–120.
  • Sumsion, J. (2000). Rewards, risks and tensions: Perceptions of males enrolled in an early childhood teacher education programme. Asia-Pacific Journal of Teacher Education, 28(1), 87–100.
  • Svensson, L., & Brulin, G. (2013). Om effekter av program och projekt. In L. Svensson, G. Brulin, S. Jansson, & K. Sjöberg (Eds.), Att fånga effekter av program och projekt (pp. 15–34). Lund: Studentlitteratur.
  • Vetenskapsrådet (2011). God forskningssed. Stockholm: Vetenskapsrådet.
  • Warin, J. (2014). The status of care: Linking gender and ‘educare’. Journal of Gender Studies, 23(1), 93–106.