Men in the Nursery: Gender and Caring Work

Cameron, Claire E.; Moss, Peter; Owen, Charlie

doi:10.4135/9781446219348

Cited by 85 publications

(119 citation statements)

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“…Cushman, 2010;Cameron, Moss, & Owen, 1999). Their findings indicate that men who study to become preschool teachers are somewhat older when they study, that they have work experience, they do different things in preschool than women, and that they want to be needed and experience personal development.…”

Section: Discussionmentioning

confidence: 87%

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

Heikkilä

Hellman

2016

Early Child Development and Care

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Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers.Early Child Development and Care, 187 (7) AbstractThe overall interest is to understand how men who study preschool teaching negotiate masculinities. Earlier research shows how male teachers negotiate masculinities when being in and entering a predominantly feminine work area, such as early childhood education (see for example Simpson 2014, Brody 2015, Pirard, Schoenmaeckers & Camus 2015. It this article Connell's notion on hegemonic masculinity is reflected on in terms of negotiation. Semi-structured interviews with three main questions were conducted with 38 men attending the preschool teacher training programmes at three Swedish universities/university colleges. The result show two main themes for negotiation that were called 'Becoming and being a 'breaker'' and 'Coping with sticking out'. These themes and their content are presented and discussed in the article.Keywords: masculinities, male student, negotiation, preschool, early childhood education, gender IntroductionThe overall interest is to understand how men who study preschool teaching negotiate masculinities. Specifically, our aim is to analyse and explore how this negotiation is expressed through how the challenges male preschool teacher students express concerning their studies and their future profession. We will argue that these challenges relate to the conflict between how to display critical hegemonic masculinity while simultaneously being a professional preschool teacher. Further, we will argue that this conflict is demonstrated by the way these men express their position as a minority group and the expectations associated with that, while at the same time they 'break' certain male norms or notions how to be real men. These statements are discussed in this article.

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Section: Discussionmentioning

confidence: 87%

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

Heikkilä

Hellman

2016

Early Child Development and Care

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“…(Cameron, et al, 1999;Cameron, 2001). Another supplementary reason is that gendered work assumes a female workforce and therefore constantly reproduces its own patterns in recruitment and training.…”

Section: Why So Many Women and So Few Men Involved In Early Child Carmentioning

confidence: 99%

“…Early childhood care and education in Europe -is, in fact, based on a particular concept of care: 'mothercare'. This is, according to Cameron, Moss and Owen (1999), the primary reason for the extremely limited number of men in early childhood education and also for the low involvement of fathers in early childhood provisions (Demuynck & Peeters, 2006).…”

Section: Why So Many Women and So Few Men Involved In Early Child Carmentioning

confidence: 99%

“…Thus, the role of the father is -until further notice -not a positive and inspiring example for men working in early childhood services and the maternal model is not useable for men, because it does not mesh with their male identity. Therefore, we need to rethink working with children and separate it from substitute mothering (Cameron, Moss, Owen, 1999).…”

Section: Why So Many Women and So Few Men Involved In Early Child Carmentioning

confidence: 99%

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‘Build me a male role model!’A critical exploration of the perceived qualities/characteristics of men in the early years (0–8) in England

Brownhill

2014

Gender and Education

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“…At Thomas Coram Research Unit, we have done a lot of work on the 'childcare' workforce (e.g. Cameron et al 1999Cameron et al , 2001Mooney et al, 2001), yet the issues in this area, such as gender, poor conditions and growing problems of recruitment and retention, are replicated in other gendered work areas such as teaching, nursing and social care. And the same questions arise.…”

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confidence: 99%

Time to Say Farewell to ‘Early Childhood’?

Moss

2002

Contemporary Issues in Early Childhood

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The time may have come for adopting a broader perspective than early childhood, looking across childhood, or even sometimes across the life course: early childhood services should be seen in relation to other provisions for children and young people, including compulsory school. One consequence might be to find a new and shared way of thinking about these services, for example, as 'children's spaces'. To adopt a wider perspective entails risks for early childhood, but there are, equally, risks from not changing.

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Men in the Nursery: Gender and Caring Work

Cited by 85 publications

References 0 publications

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

‘Build me a male role model!’A critical exploration of the perceived qualities/characteristics of men in the early years (0–8) in England

Time to Say Farewell to ‘Early Childhood’?

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