TY - BOOK

T1 - Poetry and Pose

T2 - Heterosexual Male Teachers’ Presentation of Gender Identity In the Secondary School English Classroom

AU - Curnett, Joshua

PY - 2021

Y1 - 2021

N2 - Abstract:In this PhD thesis, I have investigated this question: How and why do heterosexual male secondary school English teachers present gender identity in the classroom? Prior to my thesis, little or no research existed regarding this question. I have reviewed literature in the areas of gender identity, masculinity studies, secondary education, and Queer educational theory to delineate the boundaries of my thesis study as well as identify a gap in the literature where my research lies. In addition, I have used the nascent methodology of braided autoethnography for my research: a braided autoethnographic approach allows me to write about my own experience alongside as well as within the narratives I developed regarding the interviews of my research subjects. As a result of my study, I have found that the subjects and I converge upon and diverge from different points regarding how and why we present our gender inside and outside of the secondary school English classroom, particularly regarding our sense of masculinity as essential or contextual. I conclude the thesis with three recommendations regarding my findings: 1) this research question suggests further study as it is currently written and also in various, new forms; 2) the nascent methodology of braided autoethnography necessitates further theoretical and practical description, and 3) secondary school teacher training can be developed regarding the contextuality of the teacher’s presentation of gender identity within a classroom.

AB - Abstract:In this PhD thesis, I have investigated this question: How and why do heterosexual male secondary school English teachers present gender identity in the classroom? Prior to my thesis, little or no research existed regarding this question. I have reviewed literature in the areas of gender identity, masculinity studies, secondary education, and Queer educational theory to delineate the boundaries of my thesis study as well as identify a gap in the literature where my research lies. In addition, I have used the nascent methodology of braided autoethnography for my research: a braided autoethnographic approach allows me to write about my own experience alongside as well as within the narratives I developed regarding the interviews of my research subjects. As a result of my study, I have found that the subjects and I converge upon and diverge from different points regarding how and why we present our gender inside and outside of the secondary school English classroom, particularly regarding our sense of masculinity as essential or contextual. I conclude the thesis with three recommendations regarding my findings: 1) this research question suggests further study as it is currently written and also in various, new forms; 2) the nascent methodology of braided autoethnography necessitates further theoretical and practical description, and 3) secondary school teacher training can be developed regarding the contextuality of the teacher’s presentation of gender identity within a classroom.

KW - Teachers

KW - gender identity

KW - masculinities

KW - secondary education

KW - autoethnography

U2 - 10.17635/lancaster/thesis/1380

DO - 10.17635/lancaster/thesis/1380

M3 - Doctoral Thesis

PB - Lancaster University

ER -