Diverse learning experiences with information and communication technologies in Hong Kong kindergartens: Perspectives from children

Research output: Contribution to journalArticles

Abstract

Over the past two decades, the feminisation of primary school teaching has been identified by the media and government officials in Western countries as an important contributing factor to boys’ academic problems. This panic, which has been criticised by feminists as a backlash and a form of recuperative politics, has promoted the development of research into gender and education, particularly studies related to the gendered culture of primary schools and on the masculinities of male teachers. However, male primary principals remain relatively under-researched in the literature, despite the importance of their structural position and increasing concern over the masculinisation of school leadership. This paper aims to contribute to the discussion by critically analysing the interpretive frameworks of 12 male primary school principals. The findings reveal not only the complex, contradictory and at times culturally specific gendered discourses that some male principals employ, but also their feminising and masculinising effects on the school workplace and leadership. Copyright © 2011 Common Ground, Wai Man Vivienne Leung.
Original languageEnglish
Pages (from-to)305-318
JournalThe International Journal of Learning
Volume18
Issue number2
DOIs
Publication statusPublished - 2011

Citation

Leung, W. M. (2011). Diverse learning experiences with information and communication technologies in Hong Kong kindergartens: Perspectives from children. The International Journal of Learning, 18(2), 305-318. doi: 10.18848/1447-9494/CGP/v18i02/47474

Keywords

  • Early childhood education
  • ICT in preschools
  • Information and communication technologies with young children
  • Integrating ICT in early childhood
  • Teaching and learning with ICT in kindergartens

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