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Abstract

This dissertation explores the perspectives of male teachers in early years education. These perspectives are varied and contradictory sparking a debate for the recruitment and retention of more male staff in early years education and care (ECEC). A literature research study has been conducted through theoretical perspectives to investigate how both male and female teachers, some parents, policy makers and the media have expressed the benefits of having more men within ECEC. It has been assumed that male teachers would provide a gender balance approach based on heteronormative assumptions of the complementary nature of paternal and maternal roles in traditional nuclear families. However, argument for a flexible approach has also been presented, for the importance of a versatile ECEC teacher who supports and promotes gender flexibility and identity versality within pedagogy and settings. Although positive outcomes were identified, some negative outcomes were noticed which called for some recommendations on strategies and training to support male staff against suspicion and gender inequality, and funding for continuous professional development within ECEC.

Course: Early Childhood Studies - BA (Hons)

Date Deposited: 2022-07-25

URI/permalink: https://library.port.ac.uk/dissert/dis13940.html