Invisible and special: young women’s experiences as undergraduate mathematics students

This paper reports on young women students’ participation in their undergraduate mathematics degree programme: their gendered trajectory is characterized in terms of their being both ‘invisible’ in the dominant university mathematics community and yet ‘special’ in their self‐conception. It draws on data collected from a three‐year longitudinal project investigating students’ experiences of undergraduate mathematics at two comparable traditional universities in England. Specifically, students’ narratives are interpreted as providing insights into their defensive investments in their particular ways of participating. An interpretive feminist perspective is used to claim that these young women are involved in the ongoing redefining of the gendering of participation in mathematics, and conveys how they manage to choose mathematics, and achieve in university mathematics, whilst in many respects adhering to everyday views of femininity.

Leitmotif

No one could see [the witch] Serafina from where she was; but if she wanted to see any more, she would have to leave her hiding place. …There was one thing she could do; she was reluctant because it was desperately risky, and it would leave her exhausted; but it seemed there was no choice. It was a kind of magic she could work to make herself unseen. True invisibility was impossible, of course: this was mental magic, a kind of fiercely held modesty that could make the spell worker not invisible but simply unnoticed. Holding it with the right degree of intensity, she could pass through a crowded room, or walk beside a solitary traveller, without being seen. (Pullman, 1998 Pullman, P. 1998. The subtle knife, London: Scholastic Point.  [Google Scholar], p. 35)     

Social Foundations of Education as an Unwelcome Counter-Narrative and as Educational Praxis

I am grateful for this opportunity to reflect on the field of Social Foundations of Education (SFE), in part because it affords an opportunity to advance an historical analysis of the trajectory of the field different from what we provided when my colleagues and I sent to press the Handbook of Research the Social Foundations of Education in 2009 (Tozer, Gallegos, Henry, 2011 Tozer, S. E., & Butts, R. F. (2011). The evolution of social foundations of education. In Tozer, S., Gallegos, B., & Henry, A., (Eds), Handbook of research in the social foundations of education (pp. 1–14). New York: Routledge. [Google Scholar]). I also welcome the opportunity to acknowledge a particular activist tradition established by earlier generations of Social Foundations scholars who have influenced my work. To quote Stuart Hall, these men and women engaged Social Foundations “as a practice which always thinks about its intervention in a world in which it would make some difference, in which it would have some effect” (in Tozer et?al., 2011 Tozer, S., Gallegos, B., & Henry, A. (2011). (Eds.). Handbook of research in the social foundations of education (p. 11). New York, NY: Routledge. [Google Scholar], p. 11). Finally, this occasion invites a perspective on the equity work in Chicago Public Schools that we have pursued since I introduced it in my AESA Presidential Address in 2006.     

The educational work of the Parliamentary Committee of the British Association for the Advancement of Science

She (Lady Darling) was rarely not pregnant. (She gave birth to a son in October 1826)... to another son in 1827 (who died in 1828), a daughter in 1829, she miscarried in 1830, and was heavily pregnant when she left the colony in 1831. Often indisposed, for nearly a year she was hardly able to leave her couch. ^{2 2}Heather Radi ‘Fanny Macleay’, in Heather Radi, ed., 200 Australian Women (Broadway: Women's Redress Press, n.d.), 7.      

Categories as Rhetorical Barriers and the Federal Response to Hurricane Katrina

I explore the role of categories as rhetorical barriers in organizations responding to crisis (Veil, 2011 Veil, S. R. (2011). Mindful learning in crisis management. Journal of Business Communication, 48(2), 116–147. doi:10.1177/0021943610382294[Crossref] , [Google Scholar]). I analyze some problematic categories of the Department of Homeland Security (DHS) and the Federal Emergency Management Agency (FEMA) and the categories’ impact on the organizations’ response to Hurricane Katrina. My analysis shows that unintended and perverse consequences (Giddens, 1984 Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Cambridge, UK: Polity Press. [Google Scholar], 1987 Giddens, A. (1987). Social theory and modern sociology. Stanford, CA: Stanford University Press. [Google Scholar]) reversed the power of a key legitimated category (Orlikowski, 1995 Orlikowski, W. J. (1995). Categories: Concept, content, and context. Computer Supported Cooperative Work, 3, 73–78.[Crossref] , [Google Scholar]; Giddens, 1984 Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Cambridge, UK: Polity Press. [Google Scholar]) and exposed a set of reified categories (Giddens, 1984 Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Cambridge, UK: Polity Press. [Google Scholar]).     

Visual Communication and the Map: How Maps as Visual Objects Convey Meaning in Specific Contexts

Abstract

This article reports the results of a case study of two maps, produced by the National Marine Fisheries Service and the Natural Resources Defense Council, and their involvement in a federal court case over the deployment of the Navy's low-frequency active sonar. Borrowing from Kress and van Leeuwen's (1996) Kress, G. and van Leeuwen, T. 1996. Reading images: The grammar of visual design, New York: Routledge.  [Google Scholar] approach to visual analysis, Turnbull's (1989) Turnbull, D. 1989. Maps are territories, science is an atlas: A portfolio of exhibits, Chicago: University of Chicago Press.  [Google Scholar] understanding of the map, and Latour's (1990) Latour, B. 1990. “Drawing things together.”. In Representation in scientific practice, Edited by: Lynch, M. and Woolgar, S. 19–68. Cambridge, MA: MIT Press.  [Google Scholar] understanding of how visuals work in social contexts, the article offers an analytical approach to studying maps as powerful visual, rhetorical objects.     

Early College Awareness as an Enrollment Management Strategy

The Institute of Medicine and The Educated Citizen and Public Health Initiative suggest that an understanding of public health is a core component of an educated public and is necessary to develop social responsibility (Association of American Colleges and Universities [AAC&;U], 2011 Association of American Colleges and Universities (AAC&;U) . ( 2011 ). The educated citizen and public health . Retrieved from http://www.aacu.org/public_health/  [Google Scholar]; National Research Council, 2003 National Research Council . ( 2003 ). Who will keep the public healthy? Educating public health professionals for the 21 st century (Consensus report). Washington, DC: The National Academies Press.  [Google Scholar]). To respond to this call, the University of New Hampshire collaborated with faculty from the New Hampshire Community College System to introduce the public health field through a course called Global Public Health Issues. This article will discuss the development, implementation, and evaluation of a public health course between a two-year and four-year college. It will also discuss the potential for such a partnership and public health course to encourage life-long learning and a commitment to social responsibility, allow for new course/major/minor development in public health, enable faculty to expand their expertise, broaden the attractiveness of two-year colleges, and introduce a vocation-based student population to the value of public health and the public health workforce.     

Rethinking Climate Education: Climate as Entanglement

Climate change education often relies on climate science's mantra that climate change is human induced, not natural. In a posttruth world, this can seem unequivocally necessary. However, I worry that this perpetuates the human/nature dualism and may thus reiterate the very distinction we are seeking to transgress. In this article, I outline my efforts toward conceptualizing a climate pedagogy that doesn't presuppose and reinforce this anthropocentrism and representationalism, while working for informed climate response-ability. Working with Barad's concept of entanglement (2007 Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press. [Google Scholar]) and atmospheric temperature as an example, I show that we are part of that climate we seek to understand. I contend that neither the human nor the atmosphere (and by extension, the climate) preexist their intra-action, but rather, that they are ontologically inseparable (entangled). Through material-discursive apparatuses such as (but not limited to) the practices of climate science, the climate and the human are contingently, agentially coconstituted. Climate as an entanglement thus accounts for how climate science works while foregrounding how climate, climate knowers, and climate knowledge co-emerge. Pedagogically, this moves us from knowing about climate—which implies a disconnected knower and a static world—to diverse, worldly practices of climating and becoming-climate.     

Post-critical writing praxis as a qualitative researcher

The intention of this paper is to unsettle our habits of scholarly writing and reading, from within the grids of intelligibility of Western, rationalist materiality, so as to make visible what we/I no longer often see: the academic writing and publishing constraints that discipline our assemblages of knowledge. Taking poststructuralist articulations of the ‘critical’ and ‘ethical’ as heuristics for developing a praxis of critical deconstructive authoring, where agency is coterminous with, not external to, the event of writing, it puts to work Foucault’s perspective that the subject is a form, not a substance, (Foucault, 1984 Foucault, M. (1984). The ethics of the concern of the self as a practice of freedom. In P. Rabinow (Ed.), (2000) Essential works of Michel Foucault 1954-1984 – Vol. 1 ethics, subjectivity and truth (pp. 281–302). London: Penguin [Google Scholar], p. 290) to explore one way of crafting ‘an academic subject yet to come’ (Ball, 2016 Ball, S. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14(8), 1046–1059.10.1177/1478210316664259[Crossref], [Web of Science ®] , [Google Scholar], p. 2). Beginning with a brief consideration of the normative mechanisms that govern scholarly writing, it then uses some of the conceptual tools of Foucault, Derrida and Spivak to unfold and vindicate spaces in the grids of governance for reforming the subject.     

School Psychologists as Systems-Level Consultants: Interdisciplinary Perspectives

Since its inception, large-scale school reform has been an integral part of the U.S. educational system. Although school reform is commonplace, educators continue to grapple with how to bring about effective systems-level change. School-based consultants (e.g., school psychologists) are in an ideal position to help facilitate the implementation and evaluation of systems-level reform to ensure substantive change (see Illback, 2014 Illback, R. J. (2014). Organizational development and change facilitation in school settings: Theoretical and empirical foundations. In W. P. Erchul & S. N. Sheridan (Eds.), Handbook of research in school consultation (2nd ed., pp. 276–303). New York, NY: Routledge. [Google Scholar]). However, there is a paucity of research on how school psychologists can serve as systems-level consultants to actualize reform. Therefore, the purpose of this double issue is to identify high-quality research that demonstrates the implementation of school-based, systems-level reform in which school psychologists were instrumental in working with other professionals. The articles represent a wide range of school reforms that are occurring across diverse school contexts and collectively address implications for future research, training, and practice.     

Optical Pulsars and Black Arrows: Discoveries as Occasioned Productions

The current article represents a methodological proposal. It seeks to address the question of how one might recognize a discovery as a discovery without knowing in advance what is available to be discovered. We propose a solution and demonstrate it using data from a study previously reported by J. Roschelle (1992) Roschelle, J. 1992. Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2: 235–276. [Taylor & Francis Online] , [Google Scholar]. Roschelle investigated 2 students' developing understandings of certain abstract features of Newtonian mechanics while working within a computer-based microworld, the Envisioning Machine. We employ an approach we term discovery as occasioned production to reexamine his data. Such an approach proceeds stepwise from the identification of some matter discovered, working backward to see just where that matter entered the conversation and then, finally, tracing from that point forward to illuminate how the proposal for a possible discovery was ultimately transformed into a discovery achieved. The notion of “evident vagueness,” borrowed from H. Garfinkel, M. Lynch, and D. Livingston's (1981) Garfinkel, H., Lynch, M. and Livingston, D. 1981. The work of discovering science construed with materials from the optically discovered pulsar. Philosophy of Social Science, 11: 131–158. [Crossref], [Web of Science ®] , [Google Scholar] account of the discovery of an optical pulsar, emerges as an important feature of our analysis. Following H. Garfinkel (2002) Garfinkel, H. 2002. Ethnomethodology's program: Working out Durkheim's aphorism. Lanham, MD: Rowman & Littlefield..  [Google Scholar], we present our findings as a “tutorial problem” and offer a suggestion for how a program of practice studies in the learning sciences might be pursued.     

The Creation and Evolution of a Co-Teaching Community: How Teachers Learned to Address Adolescent English Language Learners' Needs as Writers

This article reports findings from a four-year formative experiment (Reinking &; Bradley, 2008 Reinking, D., &; Bradley, B. (2008). On formative and design experiments. New York, NY: Teachers College Press. [Google Scholar]) investigating a summer writing institute for ninth graders entering an urban high school. Intended as enrichment, not remediation, for a heterogeneous group of students, and as a learning experience, not just a teaching opportunity, for practitioners, the institute was grounded in multiliteracies (New London Group, 1996 New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92. [Google Scholar]) and scholarship on inclusive schooling (Udvari-Solner, 1997 Udvari-Solner, A. (1997). Inclusive education. In C. A. Grant &; G. Ladson-Billings (Eds.), Dictionary of multicultural education (pp. 141–144). Phoenix, AZ: Oryx Press. [Google Scholar]). Its essential elements included (1) composing by students in both print and digital genres, (2) a small set of instructional approaches effective for heterogeneous populations, and (3) co-teaching and co-planning by institute staff. This article focuses on teachers' efforts to support the writing development of English Language Learners (ELLs), who represented 20–30% of institute participants each year. Findings revealed that as teachers made adjustments to the institute model over time, their efforts to support ELLs' participation became more grounded in collective examination of varied student data. As teachers worked in community with each other (Swanson, 2007 Swanson, D. (2007). Ubuntu: An African contribution to (re)search for/with a “humble togetherness.” Journal of Contemporary Issues in Education, 2(2), 53–67. [Google Scholar]; Venter, 2004 Venter, E. (2004). The notion of Ubuntu and communalism in African educational discourse. Studies in Philosophy and Education, 23, 149–160. [Google Scholar]), they increased their ability to address student writers' diverse needs.     

Pedagogy as a discipline: emergence,sustainability and professionalisation

In recent years, the emergence of pedagogy in higher education as an increasingly professionalised endeavour has been observed by a number of writers. In this article, I argue that pedagogy is developing the characteristics of a discipline, with its own methodologies, sense of community, and power dynamics. Whilst in principle, I welcome the formation of a discipline of higher education pedagogy, I warn against the danger that pedagogy will become increasingly divorced from the classroom context. I also call for those working in this discipline to develop and promote critical pedagogies that seek to challenge existing ‘safe systems’ (Guilherme & Phipps (2004 Guilherme, M. and Phipps, A. 2004. “Introduction: why languages and intercultural communication are never just neutral”. In Critical pedagogy: political approaches to language and intercultural communication, Edited by: Phipps, A. and Guilherme, M. Clevedon: Multilingual Matters.  [Google Scholar]) Critical pedagogy: political approaches to language and intercultural communication (Clevedon, Multilingual Matters)) in order to guard against pedagogy merely being a service unit, serving the whims of government, funding councils and institutions.     

Beginning teachers and inclusive education: frustrations,dilemmas and growth

Scholars report desirable outcomes for all participants in classrooms where diverse learners are welcomed members. Data suggest teachers leave the profession early because of the demands of their work made increasingly difficult by the diverse range of students, lack of assistance to support the diverse range of student needs and the resulting burnout. This paper presents qualitative data from six beginning teachers, juxtaposed with the author's personal narrative, to illustrate the ongoing problems beginning teachers face, contending with political, historical and cultural barriers when teaching students with diverse learning needs. Despite policy advances and mandated courses in inclusive education in initial teacher education, beginning teachers are overwhelmed by the magnitude of teaching diverse learners in contemporary classrooms. Of note in the data are the preservice teachers’ fluid conceptions of inclusive education. The polarity of success and failure of inclusive education is re-envisaged through Deleuze and Guattari's [(1987 Deleuze, G., and F. Guattari. 1987. A Thousand Plateaus: Capitalism and Schizophrenia. Trans Brian Massumi. Minneapolis, MN: University of Minnesota Press. [Google Scholar]). A Thousand Plateaus: Capitalism and Schizophrenia. Trans Brian Massumi. Minneapolis, MN: University of Minnesota Press.] rhizome. The data illustrate the challenges and messiness of learning to become an inclusive educator. It is important to listen to the experiences of beginning teachers given the value of supportive classroom environments for students with diverse needs and the impact creating these environments has on beginning teachers’ longevity in the profession.     

Increasing the Depth of Field: Critical Race Theory and Photovoice as Counter Storytelling Praxis

Thru the Lenz was a youth participatory action project in which a group of urban high school students explored their lives and communities through art, photography, and narrative. Drawing on data from Thru the Lenz, I deploy CRT to reimagine the research space as a place for counter storytelling. Majoritarian stories are stories that invoke and perpetuate white privilege, are based on racist ideology, are pervasive and are told by whites as well as people of color (Solórzano and Yosso in Qual Inq 8:23–44, 2002a). Counter stories are a method and a tool that enable a deeper understanding of the stories the youth co-constructed though their photos and narratives and also challenge the majoritarian stories told about them, their school, and community (Solórzano and Yosso in Qual Inq 8:23–44, 2002a). Specifically, I present the research praxis organized in the form of an emerging counter story based on two key themes: good community and successful school. When constructed using a CRT framework, the students’ stories about their educational experiences provide a strong critique of neoliberal education reform. I conclude with a discussion of the tensions and challenges of engaging in counter story as critical, emancipatory praxis that elucidates the linkages of personal experiences and macro policies (Stovall in Race Ethn Educ 9:243–259, 2006).     

Shaping the field: the role of academic journal editors in the construction of education as a field of study

In a previous British Journal of Sociology of Education article (Nixon & Wellington, 2005 Nixon, J. and Wellington, J. 2005. ‘Good books’: is there a future for academic writing within the educational publishing industry?. British Journal of Sociology of Education, 26(1): 91–103. [Taylor & Francis Online], [Web of Science ®] [Google Scholar]) we examined current trends in book publishing and how these have influenced and will influence the construction of the field of educational studies. (The latter study was a follow‐up to an earlier study reported in Nixon [1999 Nixon, J. 1999. Teachers, writers and professionals. Is there anybody out there?. British Journal of Sociology of Education, 20(2): 207–221. [Taylor & Francis Online], [Web of Science ®] [Google Scholar]].) The present article focuses on journals and their editors and, to a lesser extent, the role that the peer review process plays in shaping the field of educational studies. We use (critically rather than deferentially) notions drawn from the work of Bourdieu (1996 Bourdieu, P. 1996. The rules of art: genesis and the structure of the literary field, Cambridge: Polity Press. (Trans. S. Emanuel) [Google Scholar])—the ‘field of power’, defining boundaries, systems of dispositions, right of entry and the ‘illusio’—to consider and conceptualise data from interviews with 12 journal editors. Our own position in writing this article is as academic practitioners involved in reading, peer‐reviewing and editing academic journals within the field of educational studies.

The plea is to recognise that the pen is a mighty sword. We are of course embedded in practices and constrained by them. But these practices owe their dominance in part to the power of a normative language to hold them in place, and it is always open to us to employ the resources of our language to undermine as well as to underpin the practices. We may be freer than we sometimes suppose. (Skinner, 2002 Skinner, Q. 2002. Visions of politics. Volume 1: regarding method, Cambridge: Cambridge University Press.  [Google Scholar], p. 7)     

Communication Behaviors as Mediators: Examining Links Between Political Orientation,Political Communication,and Political Participation

This study reveals the mediation process of mass and interpersonal communication between antecedent political orientation variables and the outcome response variable of political participation. It provides insight into the direct and indirect effects of political communication on political behavior using an advanced social cognitive approach. The study explores the interrelations among political orientations, communication behaviors, and political participation using the theoretical framework of the Orientation 1–Stimulus–Orientation 2–Response model (Markus &; Zajonc, 1985 Markus , H. , &; Zajonc , R. B. ( 1985 ). The cognitive perspective in social psychology . In G. Lindzey &; E. Aronson (Eds.), The handbook of social psychology , (3rd ed. , pp. 137 – 229 ). New York , NY : Random House . [Google Scholar]; McLeod, Kosicki, &; McLeod, 2002 McLeod , J. M. , Kosicki , G. M. , &; McLeod , D. M. ( 2002 ). Resurveying the boundaries of political communication effects . In J. Bryant &; D. Zillman (Eds.), Media effects: Advances in theory and research , (2nd ed. , pp. 215 – 267 ). Mahwah , NJ : Lawrence Elbaum Associates, Inc . [Google Scholar]). A structural equation model was built and supported by 2004 American National Election Survey data. After controlling for demographic variables, both political interest and need for cognition had direct effects on political media use, whereas political interest and need to evaluate had direct effects on interpersonal political discussion. These results suggest that need for cognition and need to evaluate—2 important personality constructs—affect political communication on 2 different levels. Meanwhile, as antecedent orientation variables, political interest, political extremity, and need to evaluate all contribute to political participation. Both political media use and interpersonal discussion directly affect political participation while they also mediate the effect of the political orientation variables on political participation. Furthermore, interpersonal political discussion mediates the effect of political media use on political participation, and political media use mediates the effect of political interest and need for cognition on interpersonal political discussion.     

Veterans’ Transitions to Community College: A Case Study

Veterans on college campuses are not new; however, the recent influx of veterans returning home from war-time service present challenges to the colleges they attend. The purpose of this qualitative case study was to examine the transition process experienced by veterans leaving military service and attending community college for the first time. This study sought to understand the process veterans experience as they leave overseas deployment in support of wars in Iraq and Afghanistan and negotiate the various changes such a transition entails. Using Schlossberg's (1984 Schlossberg , N. K. ( 1984 ). Counseling adults in transition: Linking practice with theory . New York , NY : Springer . [Google Scholar]) Theory of Adult Transitions as the guiding framework, three themes emerged regarding how veterans manage this transition: academic experiences, personal relationships and connections, and benefit bureaucracy. These findings could be used to help community colleges better serve this special population.     

The best of both worlds: a critical pedagogy of place∗

Taking the position that “critical pedagogy” and “place‐based education” are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis concerned exclusively with human relationships. Next, a discussion of ecological place‐based education is offered. Finally, a critical pedagogy of place is defined. This pedagogy seeks the twin objectives of decolonization and “reinhabitation” through synthesizing critical and place‐based approaches. A critical pedagogy of place challenges all educators to reflect on the relationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations.

“Place + people = politics.”—Williams (2001 Williams, T. 2001. Red: Passion and patience in the desert, New York: Pantheon Books.  [Google Scholar], p. 3)     

Enhancing Global Service-Learning with Partnerships as an Engagement Strategy for Christian Higher Education

Global engagement programming across higher education continues to expand as institutional leaders and practitioners strive to meet global citizenship and civic engagement outcomes. This article presents case study research on a global service-learning partnership, the “Christian University” (CU) Wheelchair Project, which has involved students in a three-semester course sequence that includes research under faculty guidance at a Kenyan school serving 300 children with disabilities. The coauthors participated with the CU students to address the following research questions: (a) What are the characteristics of a Christian Global Service-Learning project that involved partnerships? and (b) What are the observed expectations and impacts of this partnership in the local setting? The case study offers an example of a global service-learning partnership that is grounded in institutional and community input throughout the project's conception and implementation, as well as during assessment of the program. Analysis of the data revealed three components of this program as an effective model of a global service-learning partnership: (a) shared representation throughout the program, (b) valuing both student and community outcomes, and (c) additional perceived community benefits. Corbett and Fikkert's (2012 Corbett, S., &; Fikkert, B. (2012). When helping hurts: How to alleviate poverty without hurting the poor … and yourself. Chicago, IL: Moody. [Google Scholar]) relief-rehabilitation-development and Fraser's (2009 Fraser, N. (2009). Scales of justice: Reimagining political space in a globalizing world. New York, NY: Columbia University Press. [Google Scholar]) parity of participation frameworks were used to illustrate why it is necessary to intentionally develop partnerships where the local community can genuinely participate. Drawing from the related literature, the authors argue that global service-learning with partnership programs have the potential to move Christian higher education beyond simply service to transformative and sustained community collaboration in which social justice can be effectively enacted.     

Constructing men who teach: research into care and gender as productive of the male primary teacher

This paper argues that in order to begin loosening the ties that bind care and gender in primary education, we need to re-examine the knowledge sought and found by educational research about teachers. The focus is primarily on how we understand men who teach. Through an examination of two scholarly texts – Ashley, M., and J. Lee [2003 Ashley, M., and J. Lee. 2003. Women Teaching Boys: Caring and Working in the Primary School. Stoke-on-Trent: Trentham. [Google Scholar]. Women Teaching Boys: Caring and Working in the Primary School. Stoke-on-Trent: Trentham] and King, J. [1998 King, J. 1998. Uncommon Caring: Learning from Men Who Teach Young Children. New York: TCP. [Google Scholar]. Uncommon Caring: Learning from Men Who Teach Young Children. New York: TCP] – I argue that we must be mindful that our research can effectively produce and reiterate common-sense understandings of men that binds them to the hegemonic masculine ideal. It is argued that mixed-method qualitative research that untangles the layers of context influencing the lives of men who teach is important. The paper also suggests that the study of male teachers' emotions, as at once individual and social, and private and public, can disrupt the rational–emotional binary that cements care to gender and reveal new configurations of the gender order.