Silenced gender: the construction of a male primary educator |
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| Institution: | 1. Teachers College, Columbia University, Box 31, 525 W. 120th Street, New York, NY 10027, USA;2. Manhattanville College, 2900 Purchase Street, Purchase, NY 10577, Purchase, NY, USA;3. Jackson, NJ, USA;1. The Kirby Institute, UNSW Sydney, Sydney, NSW, Australia;2. Central Clinical School, Monash University, Melbourne, VIC, Australia;3. Melbourne Sexual Health Centre, Alfred Health, Melbourne, VIC, Australia;4. Centre for Social Research in Health, UNSW Sydney, Sydney, NSW, Australia;5. Sydney Sexual Health Centre, Sydney Hospital, Sydney, NSW, Australia;6. ACON, Sydney, NSW, Australia;7. Victorian AIDS Council/Gay Men''s Health Centre, Melbourne, VIC, Australia;8. Cairns Sexual Health Service, Cairns North, QLD, Australia;9. James Cook University, Townsville, QLD, Australia;1. Mamirauá Institute for Sustainable Development, Estrada do Bexiga, 2584, Fonte Boa, Tefé, AM, 69553-225, Brazil;2. Federal University of Pará, Rua Augusto Corrêa, 1, Guamá, Belém, PA, 66075-110, Brazil;3. Photovoltaics Systems Laboratory, Institute for Energy and the Environment, University of São Paulo, Av. Prof. Luciano Gualberto, 1289, Cidade Universitária, São Paulo, SP, 05508-010, Brazil;4. USINAZUL – Al. dos Tupiniquins, 426/cj131, São Paulo, SP, 04077-001, Brazil |
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| Abstract: | A trio of researchers (including the student teacher) explore the experiences of a male student teacher as he left the Marine Corps and entered his first placement in a first grade classroom. The difficulties this preservice teacher encountered in the field draw attention to the gendered nature of both the primary classroom and the elementary teacher education program. We used the student teaching journal as the primary basis for this collaborative oral inquiry of critical incidents that occurred, and highlight the way that discourses of femininity were deployed in often inconspicuous ways. We conclude with a set of recommendations for teacher education. |
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