Home > Research > Publications & Outputs > Conceptualising the value of male practitioners...

Research

Associated organisational unit

Electronic data

  • Accepted paper JW Conceptualising the value of male practitioners in ECE[29442] (1)

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on 27/09/2017, available online: http://www.tandfonline.com/10.1080/09540253.2017.1380172

    Accepted author manuscript, 600 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

Links

Text available via DOI:

Keywords

View graph of relations

Conceptualising the value of male practitioners in early childhood education and care (ECEC): Gender balance or gender flexibility

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Conceptualising the value of male practitioners in early childhood education and care (ECEC): Gender balance or gender flexibility. / Warin, Joanna.
In: Gender and Education, Vol. 31, No. 3, 27.02.2019, p. 293-308.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Warin, J 2019, 'Conceptualising the value of male practitioners in early childhood education and care (ECEC): Gender balance or gender flexibility', Gender and Education, vol. 31, no. 3, pp. 293-308. https://doi.org/10.1080/09540253.2017.1380172

APA

Warin, J. (2019). Conceptualising the value of male practitioners in early childhood education and care (ECEC): Gender balance or gender flexibility. Gender and Education, 31(3), 293-308. https://doi.org/10.1080/09540253.2017.1380172

Vancouver

Warin J. Conceptualising the value of male practitioners in early childhood education and care (ECEC): Gender balance or gender flexibility. Gender and Education. 2019 Feb 27;31(3):293-308. Epub 2017 Sept 27. doi: 10.1080/09540253.2017.1380172

Author

Warin, Joanna. / Conceptualising the value of male practitioners in early childhood education and care (ECEC) : Gender balance or gender flexibility. In: Gender and Education. 2019 ; Vol. 31, No. 3. pp. 293-308.

Bibtex

@article{880273f579644b7cb9c788a99c982a12,
title = "Conceptualising the value of male practitioners in early childhood education and care (ECEC): Gender balance or gender flexibility",
abstract = "This paper aims to open up the rationales that are used to argue for an increase in male participation in the early childhood education and care (ECEC) workforce. Two theoretical concepts are highlighted and compared: gender balance and gender flexibility. An ethnographic study was conducted in one unusual nursery that has five male workers, using focus groups, one-to-one interviews and observations with male and female practitioners, managers and parents. Some practitioners used a discourse of gender balance to justify the value of the male contribution to the workforce, based on heteronormative ideas about the division of gendered labour within the traditional family. Others emphasised the importance of the highly versatile ECEC practitioner and linked a value for identity versatility with gender flexibility. Our findings lead to recommendations about the need to recruit, train and retain practitioners who are gender conscious and can respond to young children in gender-flexible ways.",
keywords = "Male teachers, ECEC, gender balance, gender flexibility",
author = "Joanna Warin",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on 27/09/2017, available online: http://www.tandfonline.com/10.1080/09540253.2017.1380172",
year = "2019",
month = feb,
day = "27",
doi = "10.1080/09540253.2017.1380172",
language = "English",
volume = "31",
pages = "293--308",
journal = "Gender and Education",
issn = "0954-0253",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Conceptualising the value of male practitioners in early childhood education and care (ECEC)

T2 - Gender balance or gender flexibility

AU - Warin, Joanna

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on 27/09/2017, available online: http://www.tandfonline.com/10.1080/09540253.2017.1380172

PY - 2019/2/27

Y1 - 2019/2/27

N2 - This paper aims to open up the rationales that are used to argue for an increase in male participation in the early childhood education and care (ECEC) workforce. Two theoretical concepts are highlighted and compared: gender balance and gender flexibility. An ethnographic study was conducted in one unusual nursery that has five male workers, using focus groups, one-to-one interviews and observations with male and female practitioners, managers and parents. Some practitioners used a discourse of gender balance to justify the value of the male contribution to the workforce, based on heteronormative ideas about the division of gendered labour within the traditional family. Others emphasised the importance of the highly versatile ECEC practitioner and linked a value for identity versatility with gender flexibility. Our findings lead to recommendations about the need to recruit, train and retain practitioners who are gender conscious and can respond to young children in gender-flexible ways.

AB - This paper aims to open up the rationales that are used to argue for an increase in male participation in the early childhood education and care (ECEC) workforce. Two theoretical concepts are highlighted and compared: gender balance and gender flexibility. An ethnographic study was conducted in one unusual nursery that has five male workers, using focus groups, one-to-one interviews and observations with male and female practitioners, managers and parents. Some practitioners used a discourse of gender balance to justify the value of the male contribution to the workforce, based on heteronormative ideas about the division of gendered labour within the traditional family. Others emphasised the importance of the highly versatile ECEC practitioner and linked a value for identity versatility with gender flexibility. Our findings lead to recommendations about the need to recruit, train and retain practitioners who are gender conscious and can respond to young children in gender-flexible ways.

KW - Male teachers

KW - ECEC

KW - gender balance

KW - gender flexibility

U2 - 10.1080/09540253.2017.1380172

DO - 10.1080/09540253.2017.1380172

M3 - Journal article

VL - 31

SP - 293

EP - 308

JO - Gender and Education

JF - Gender and Education

SN - 0954-0253

IS - 3

ER -