Men in Early Childhood Education and Care - Gender Balance and Flexibility
von: Jo Warin
Palgrave Macmillan, 2018
ISBN: 9783319895390
Sprache: Englisch
155 Seiten, Download: 1644 KB
Format: PDF, auch als Online-Lesen
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| Preface | 6 | ||
| Acknowledgements | 8 | ||
| Contents | 9 | ||
| 1: Introduction: Why More Men in ECEC? | 10 | ||
| Aims of This Book | 10 | ||
| The Historical and International Picture | 18 | ||
| Structure of the Book | 21 | ||
| ECEC | 23 | ||
| The Use of Fictional Names | 23 | ||
| References | 24 | ||
| 2: Scripts for Promoting Men’s Presence in the Early Years: Gender Balance and Gender Flexibility | 27 | ||
| Introduction: Theoretical Arguments for More Men in Early Childhood Education | 27 | ||
| Gender Difference Arguments | 29 | ||
| Gender Transformation Arguments | 33 | ||
| Research Findings About Gender Balance and Gender Flexibility | 37 | ||
| Perceptions About the Value of a Gender Balance Script | 39 | ||
| An Alternative Discourse: The Versatile ECEC Practitioner and the Principle of Gender Flexibility | 41 | ||
| Conclusion | 44 | ||
| References | 45 | ||
| 3: Identities and Masculinities in Early Childhood Education | 48 | ||
| Introduction: Identities and Masculinities | 48 | ||
| The Construction of Identities | 49 | ||
| Gendered Identities | 51 | ||
| Masculinities | 52 | ||
| Constructing Masculinities at Acorns Nursery | 55 | ||
| Conclusion | 61 | ||
| References | 62 | ||
| 4: Fathers and Male Preschool Workers | 65 | ||
| Introduction: The Family and the Preschool | 66 | ||
| Does Maleness Matter in Childcare? What Does the Fatherhood Literature Tell Us? | 66 | ||
| Are Fathers as Responsive to Infants and Young Children as Mothers? | 67 | ||
| Do Children Lose Out by Not Having an Adult Male Figure in Their Lives? | 70 | ||
| Do Fathers Have a Specifically Beneficial Influence? | 72 | ||
| Complementary and Interchangeable Roles in the Family and in the ECEC | 75 | ||
| ECEC Males Engaging Fathers | 76 | ||
| Conclusion | 80 | ||
| References | 81 | ||
| 5: Men and Care: Diversity and Equity | 85 | ||
| Introduction: The Concept of Care | 86 | ||
| The Downgrading of Care in Education | 87 | ||
| Emotional Labour and Privileged Irresponsibility | 89 | ||
| Feminist Ethic of Care | 90 | ||
| Body Matters: Coping with Puke, Pee and Punches | 91 | ||
| Suspicions Concerning Male ‘Touch’ | 94 | ||
| Male Ways of Caring and Men’s Emotional Labour | 96 | ||
| Conclusion | 100 | ||
| References | 101 | ||
| 6: ‘Testosterone Play’? | 105 | ||
| Introduction: Men’s Contribution to Play | 105 | ||
| Play: Taking the ‘Rough’ Out of ‘Tumble’ | 107 | ||
| Popularity | 110 | ||
| Risky Play | 111 | ||
| Playfulness | 113 | ||
| A Value for ‘Freedom’ | 115 | ||
| Men’s Involvement in the Growth of Outdoor Play | 118 | ||
| Conclusion | 120 | ||
| References | 122 | ||
| 7: Recruitment, Training and Retention | 125 | ||
| Introduction: How to Develop a Gender-Sensitive Workforce in ECEC | 125 | ||
| Recruitment | 126 | ||
| Recruitment Models Outside the UK | 127 | ||
| Work Experience ‘Taster’ Opportunities | 131 | ||
| Recruitment Crisis in Related Professions | 133 | ||
| Training | 133 | ||
| The Value of Male-Only Support Groups and Mentoring | 137 | ||
| Retention | 139 | ||
| Leadership and Collegiality | 140 | ||
| Conclusion | 141 | ||
| References | 141 | ||
| 8: Conclusion: Men’s Presence in ECEC as a Pathway Towards Positive Gender Transformation | 145 | ||
| Gender Flexibility | 146 | ||
| A Script for Promoting ‘More Men’ in Early Childhood Education | 149 | ||
| References | 150 | ||
| Index | 152 |