Feminising and masculinising primary teaching: A critical examination of the interpretive frameworks of male primary school principals in Hong Kong

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11 Citations (Scopus)

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 Taylor & Francis.
Original languageEnglish
Pages (from-to)745–759
JournalGender and Education
Volume23
Issue number6
DOIs
Publication statusPublished - Oct 2011

Citation

Chan, A. K. W. (2011). Feminising and masculinising primary teaching: A critical examination of the interpretive frameworks of male primary school principals in Hong Kong. Gender and Education, 23(6), 745–759.

Keywords

  • Feminization
  • Male principals
  • Primary schools
  • Leadership
  • Narrative strategies

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