LEADER 05979nam 2200721 a 450 001 9910453179103321 005 20200520144314.0 010 $a94-6091-999-5 010 $a94-6209-001-7 024 7 $a10.1007/978-94-6209-001-9 035 $a(CKB)2550000001170552 035 $a(EBL)3034745 035 $a(SSID)ssj0000878809 035 $a(PQKBManifestationID)11482779 035 $a(PQKBTitleCode)TC0000878809 035 $a(PQKBWorkID)10837110 035 $a(PQKB)11550824 035 $a(DE-He213)978-94-6209-001-9 035 $a(MiAaPQ)EBC3034745 035 $a(OCoLC)823386801 035 $a(nllekb)BRILL9789462090019 035 $a(MiAaPQ)EBC1083736 035 $a(PPN)168343282 035 $a(Au-PeEL)EBL3034745 035 $a(CaPaEBR)ebr10617867 035 $a(OCoLC)858885088 035 $a(Au-PeEL)EBL1083736 035 $a(CaONFJC)MIL422098 035 $a(EXLCZ)992550000001170552 100 $a20130105d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEleMENtary school$b[electronic resource] $e(hyper)masculinity in a feminized context /$fScott Richardson 205 $a1st ed. 2012. 210 $aRotterdam $cSense Publishers$d2012 215 $a1 online resource (170 p.) 300 $aDescription based upon print version of record. 311 $a94-6091-998-7 311 $a1-283-90848-4 320 $aIncludes bibliographical references. 327 $aPreliminary Material -- Owen and Scott -- Scott -- Owen -- Fairfield Elementary -- Alex?s Year Begins -- Alex?s Year -- Alex?s Year Ends -- Dru -- Sources -- References. 330 $aScott Richardson gives us a finely detailed experiential account of how gender and teaching are woven together in public schools. Through his own memories and the narrativized experiences of his research subjects, Richardson demonstrates both the institutional benefits associated with being male and the fragility of masculinity. Membership in the ?Boys? Club? of hypermasculinity requires constant checking, surveillance, and choices that fit within the narrow range of dominant masculinity (so well detailed by R. W. Connell). Richardson?s causal style parallels the ease with which men in leadership and teaching positions articulate their allegiance to gender norms and one another, and in effect, set critique of such gender norms above comment: it?s just the way things are done. - Cris Mayo, Associate Professor of Education Policy, Organization and Leadership & Gender and Women?s Studies, University of Illinois at Urbana-Champaign; Faculty Director of the Odyssey Project; author of Disputing the Subject of Sex: Sexuality and Public School Controversies. Scott Richardson has written a provocative work that lifts the veil and explores a secret space hiding in plain sight in every school in America. The taboo is gender, and for teachers who often feel bound and gagged, unseen and unheard, Richardson?s efforts offer a life-altering experience that will change the way we understand classrooms. eleMENtary School: (hyper)masculinity in a Feminized Context is both forbidden fruit and a small masterpiece. - William Ayers, Distinguished Professor of Education and Senior University Scholar, University of Illinois at Chicago (retired); founder of the Center for Youth and Society; author of To Teach: The Journey of a Teacher, and co-author-editor of The Handbook of Social Justice in Education with T. Quinn & D. Stovall. eleMENtary School tells the important and untold story of teachers? enactments of normative masculinity. Through vivid and compelling accounts of male teachers like Dru, Alex and Owen we learn about how contemporary definitions of masculinity prevent teachers from fulfilling their potential as educators, as colleagues and as role models. Only by reading carefully a documented analysis like these can we begin to critically examine the way in which we can encourage male teachers to develop what Scott Richardson calls an ?ethic of care,? that supports gender equality, rather than allowing them to continue to engage in damaging practices of normative masculinity. - CJ Pascoe, Assistant Professor of Sociology; author of Dude You?re a Fag: Masculinity and Sexuality in High School and Anas, Mias and Wannas: Identity and Community in a Pro-ana Subculture. Scott Richardson's eleMENtary School: (hyper)masculinity in a Feminized Context is a remarkable innovative contribution to teacher lore, narrative inquiry, and gender studies. Readers cannot experience this book without pondering, questioning, rethinking, and reconstructing their perspective on education and its socio-sexual and political milieu. Surely, that is one of the most laudable consequences of a scholarly contribution in education. I urge educators at all levels to let this book have impact on their outlooks. - William H. Schubert, Professor Emeritus, Dept. of Curriculum & Instruction, University of Illinois at Chicago; former Director the Teacher Lore Project; co-author-editor of Teacher Lore: Learning from Our Own Experience with W. Ayers, and author of Love, Justice and Education. Scott Richardson is an Assistant Professor of Educational Foundations, Women?s Studies faculty member, and co-founder of the Sexuality & Gender Institute at Millersville University. 606 $aSex differences in education 606 $aMale elementary school teachers 606 $aMasculinity 606 $aGender identity 608 $aElectronic books. 615 0$aSex differences in education. 615 0$aMale elementary school teachers. 615 0$aMasculinity. 615 0$aGender identity. 676 $a370 700 $aRichardson$b Scott$0688320 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453179103321 996 $aEleMENtary school$92450600 997 $aUNINA