Despite the expressed need for bicultural teachers, research on teacher attrition has demonstrated that a growing number of bicultural educators are leaving the classroom. Bicultural male teachers, in particular, experience high rates of teacher attrition. Schools, unfortunately, are contexts in which Latino male teachers are constantly experiencing dilemmas related specifically to both their gendered and racialized positionality as males of color. Grounded in Antonia Darder’s critical bicultural framework, this autoethnographic study explored the complex factors that drive Latino male teachers out of the classroom, through an in-depth and grounded examination of a Latino male teacher who left the classroom. The study contributes to the conversation on bicultural teacher attrition, gendered relations, and their relationship to both teacher preparation and the education of bicultural students. Furthermore, the study explored how racism, sexism, classism, trauma, and heteronormativity mitigate the experiences of Latino male teachers, and how these manifest themselves through the hidden curriculum, asymmetrical relations of power, gendered essentialism, policing of behavior, the culture of silence, conditions of isolation, and disabling cultural response patterns. The implications of such factors in the life of one Latino male teacher are carefully analyzed and discussed, in an effort to consider their significance in rethinking teacher preparation programs, with respect to the needs of Latino males. Moreover, the study offers an engagement with critical autoethnography as a significant tool of reflection in the educational process and emancipatory process of bicultural teachers.

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Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, 2011. / This thesis sets out to demonstrate the influences on the personality of a Black African Male Educator – specifically mine - as I enquire: ―Why do I do things the way I do?‖ and ―What has enabled me to meet, face and resolve the challenges that I have come across in life?‖ I have addressed these questions from a self-study perspective, using narrative enquiry, living theories methods and auto-ethnography. I have written this thesis aware that I lived the first thirty seven years of my life under the potentially personality deforming oppression of apartheid, and that I have conducted my study and written my thesis in the context of the HIV&AIDS pandemic. In creating my own ―living theory‖ philosophy, I look at my epistemology - How do I know what/that I know? - my ontology – Who am I? Who am I becoming? What do I believe? and my axiology – What do I value? In creating my own ―living theory‖ (Whitehead, 2008), I examine the influences which have informed my personality development and that of my research participants. The originality of the contribution of this thesis to the academy is to demonstrate the influence of one person‘s personal origin and naming, carers and family, childhood experiences and learning, sport and sport instructors on his personality development. In addition, the thesis highlights the usefulness of forms of knowledge - herding and induku - that have not been explicitly declared as useful and included formally in education. To this end, I demonstrate the connections that exist between, induku, herding, work, community involvement and education as influential in personality development. I use my personal beliefs and values – principally ubuntu and ukuhlonipha – and the Critical Cross Field Outcomes to demonstrate the relationship between these values and outcomes, my personal account and the development of my human personality. I look at the implications for education. I review the Republic of South Africa‘s National Curriculum Statement in Life Orientation Grades 10–12. I suggest ways in which the Beliefs and Values demonstrated and examined in this thesis, and Critical Cross Field Outcomes can be incorporated in Community Service Integrated Projects that can help learners to make their beliefs and values explicit in their learning, all to the end of influencing values-informed personal development. / National Research Foundation.

With this thesis I wanted to find out how a teacher-team in Stockholm reason about and whether they have specific expectations of male teachers in the early school years. Interviews with five teachers from pre-school to grade 3 and in after-school have shown that specific expectations of male teachers is something obvious. Are male teachers expected to enter into the role of male role models to contribute with masculinity and a male perspective? However, the informants are not able to define how a male role model is or should act. Men and women are often defined as two separate, and often as opposite, groups. According to Lpo´94 the school has to counteract traditional gender patterns, making specific expectations of male teachers problematic, when these rather helps to underpin these patterns.  The conclusion is, based on the perception of gender as a socially constructed phenomenon, that schools and teachers contribute to gender-building by setting, and constantly repeating and practicing the standards for what is considered male and female. As long as this continues, the school will remain an arena where these gender patterns are reinforced rather then counteracted.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-31T12:53:39Z No. of bitstreams: 1 Josoé Durval Aguiar Júnior.pdf: 1066895 bytes, checksum: 2006fa84ccaeae9ef95cbe752a821865 (MD5) / Made available in DSpace on 2017-08-31T12:53:39Z (GMT). No. of bitstreams: 1 Josoé Durval Aguiar Júnior.pdf: 1066895 bytes, checksum: 2006fa84ccaeae9ef95cbe752a821865 (MD5) Previous issue date: 2017-07-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis presents research that aims to analyze what happens in early childhood education schools, in nursery schools, when there is the presence of male teachers. We intend to gather elements to understand the male teaching profession in early childhood education, specifically in daycare centers, listening to the teachers in Early Childhood Education Centers in the city of São Paulo, about how they perceive their job in the process of babies’ formation. We also intend to outline those professionals’ profile and, based on official documents and legislation, describe the conditions of those male professionals’ admission in this professional space, identifying what the Municipal Department of Education has been doing to welcome and integrate those professionals in the school units. Therefore, we try to gather elements to outline those new professional teachers’ profile in early childhood education: the teachers of babies and, specifically, the male teacher of babies. This research has a qualitative nature, accomplished by means of documental analysis and electronic forms answered by 24 professionals (from 170 teachers of Early Childhood Education Centers that work in the Municipal Department of Education of São Paulo). As theoretical support, we have used texts related to the teaching profession and its specificities, with Roldão’s contribution; to the work of and in the daycare center and the performance of the teachers of babies, with Rosemberg’s, Barbosa’s and Falk’s studies; and to the issues about gender and the teaching profession in early childhood education, with Apple’s contributions. The results obtained (organized in charts and tables) allowed us to confirm the research hypothesis that: a) The early childhood education teachers that work in Early Childhood Education Centers suffer from prejudice of the school community personally (sexual orientation, temper and social conduct) and professionally (technical competence, formation, experience with the age group and reasons why they have chosen the career); and b) The educational system is still not prepared to receive such professional and support the ones involved, once there are not specific actions to welcome and guide those professionals, in their performance in daycare centers. Male teachers have been admitted in the Municipal Department of Education of São Paulo, without the discussion by the managers, teachers and parents of the resulting conflicts and problems. There are not references or political actions that have approached this theme. The municipal publications have ignored this fact so far / Esta dissertação apresenta pesquisa que visa analisar o que acontece nas escolas de educação infantil, em berçários, quando há presença de professores do sexo masculino. Pretende-se reunir elementos para compreensão da docência masculina na educação infantil, especificamente nas creches, ouvindo os próprios professores em Centros de Educação Infantil na cidade de São Paulo, sobre como percebem seu trabalho no processo de formação dos bebês. Pretende-se ainda traçar o perfil desses profissionais e, com base em documentos oficiais e legislação Descrever as condições de ingresso desses profissionais homens nesse espaço profissional, identificando o que a Rede Municipal de Educação tem feito para acolher e inserir esses profissionais nas unidades escolares. Procura-se, assim, reunir elementos para definir o perfil desses novos profissionais docentes na educação infantil: os professores de bebês e, especificamente, o professor homem de bebês. Trata-se de pesquisa de natureza qualitativa, realizada por meio de análise documental e de formulários eletrônicos respondidos por 24 profissionais (de um total de 170 professores de Centros de Educação Infantil que trabalham na rede municipal paulistana. Como apoios teóricos são utilizados textos relativos ao trabalho docente e suas especifidades, com a contribuição de Roldão; ao trabalho da e na creche e à atuação dos professores de bebês, com os estudos de Rosemberg, Barbosa e Falk; e às questões sobre gênero e docência na educação infantil, com as contribuições de Apple. Os resultados obtidos (organizados em quadros e tabelas) permitiram confirmar as hipóteses de pesquisa de que: a) Os professores de educação infantil atuantes em Centro de Educação Infantil sofrem preconceito por parte da comunidade escolar nas esferas pessoal (orientação sexual, temperamento e conduta social) e profissional (competência técnica, formação, experiência com a faixa etária e motivos que os levaram a escolher a carreira) e b) O sistema educacional ainda não está preparado para receber tal profissional e dar suporte aos envolvidos, já que não há ações específicas para acolhimento e orientação desses profissionais, em sua atuação nas creches. Professores homens estão ingressando na Rede Municipal de Ensino de São Paulo, sem que os conflitos ou problemas decorrentes sejam discutidos por gestores, professores e pais. Não há bibliografia ou ação política que aborde esse tema. As publicações municipais ignoram esse fato

<p>Godkännandedatum: 2015-06-07</p>

Solicitud de embargo por publicación en revista indexada. / El presente estudio, realizado a lo largo del año 2019 en el Perú, tiene como objetivo indagar las causas de la baja representación de maestros varones en el nivel primario de la educación peruana. Para ello, se procedió a través de un enfoque de investigación cualitativo, entrevistando a un grupo de quince docentes de escuelas públicas, privadas, rurales y urbanas del Perú. Posteriormente, se realizó un análisis inductivo que indicó la presencia de roles y estereotipos de género ligados a la práctica docente y con singularidades en función del espacio geográfico en el cual se desempeñan. Por añadidura, a partir del análisis se identificó la repercusión de los principios de cosmovisión andina en los roles asumidos por los docentes varones dentro de la comunidad y la percepción de riesgo de los agentes educativos sobre el contacto físico entre docentes varones y estudiantes, variables según la edad de estos últimos. Temas de investigación que deben ser estudiados con más profundidad. / Carried out throughout 2019, this study aims to investigate the reasons for low representation of male teachers in primary level education in Peru. For our research, we utilized a qualitative approach by interviewing a group of fifteen teachers from public, private, rural, and urban schools in Peru. Afterwards, we completed an inductive analysis that indicated the presence of gender roles and stereotypes linked to teaching practices and singularities depending on the geographical space in which they work. From the analysis, we identified the impact of the Andean worldview principles on the roles assumed by male teachers within the community and the risk perception of educational agents regarding physical contact between male teachers and students, variables according to the age of the latter. Research topics should be studied in more depth. / Tess

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Made available in DSpace on 2016-08-03T16:15:50Z (GMT). No. of bitstreams: 1 FernandaFrancielle.pdf: 1123331 bytes, checksum: 8de13320137678fe63ec6c5476cfe6b2 (MD5) Previous issue date: 2014-09-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Historically, in the context of education, the role of teachers in Early Childhood Education (EI) and in the early grades of Elementary School (SIEF) has always been predominately female. Recently, however, an insertion movement of male students happened in Pedagogy courses and, consequently, they are entering classrooms to work in Early Childhood Education and in the early grades of Elementary School. In this context, this research investigated the challenges faced by those who are a part of a universe composed almost entirely of female professionals; attempting to uncover if there is evidence of prejudice or if they are even stigmatized when it comes to gender issues. The research has as main objects men who are a part of the Pedagogy Graduate course, male teachers in Early Childhood Education system and also male teachers in the early grades of Elementary School, working in the state of São Paulo, both the capital and surrounding cities. With a brief bibliographic review on the concept of gender and its relation with female domination regarding the teaching profession, this research is aimed at understanding and discussing the meanings and the problems with gender issues in the places where the researched objects are inserted. Specifically, we try to answer the following questions related to Pedagogy students and teachers: Why choose the Pedagogy Graduate course? Why study and work in a field which is practically composed almost entirely of female professionals, willing to suffer with prejudice? Does being a male professional in this field change the meaning of education and performance? Addressing those concerns, the dissertation consists of qualitative research methodology, also using a questionnaire to elaborate a profile, interviews were recorded with a question guide previously structured. 22 people were interviewed. Among them, 5 pairs composed by a man and a woman were students of the Pedagogy Graduate course, and other 6 pairs of teachers also composed by a man and a woman in the Early Childhood Education and teachers in the early grades of Elementary School as well. The performed analysis indicate that, in general, the entry of men into pedagogy and his reintegration into teaching exercise in these segments of education provokes reactions of prejudice and stigma. Noting this, our question was about how these reactions occur with the interviewed people, discussing gender relations, and masculinity in feminized environments. Through these discussions, we brought a small contribution to the academic field, with regard to masculinity and teaching. / Historicamente, em nosso contexto educacional, a atuação de docentes na Educação Infantil (EI) e nas Séries Iniciais do Ensino Fundamental (SIEF) sempre esteve relacionada a um predomínio feminino, porém, muito recentemente, é possível observar um movimento de entrada de alunos do sexo masculino nos cursos de Pedagogia e, consequentemente, em salas de aula na EI e SIEF. Nesse contexto, a presente pesquisa investigou os desafios enfrentados por esses sujeitos que se inserem em um universo predominantemente feminino, buscando desvelar se há indícios de preconceito ou mesmo de estigma, relacionados às questões de gênero. Para tanto, contou com sujeitos homens na graduação em Pedagogia, professores homens na Educação Infantil e nas Séries Iniciais do Ensino Fundamental, atuantes no estado de SP, na capital e cidades do entorno. Com uma breve revisão bibliográfica sobre o conceito de gênero e suas relações e, também, acerca da feminização do magistério, a pesquisa objetivou compreender e problematizar os significados entre as relações de gênero dos locais nos quais se inserem os sujeitos pesquisados. De maneira específica, a investigação buscou responder às seguintes indagações relacionadas aos alunos de pedagogia e aos professores: Por que a escolha pelo curso de Pedagogia? Por que estudar/atuar em um campo predominantemente feminino, podendo, assim, sofrer preconceito? Ser homem nesse campo muda o significado da formação e atuação? Para responder a essas inquietações, a dissertação foi composta por metodologia de pesquisa qualitativa, com a aplicação de questionário para elaboração de perfil, além de entrevistas gravadas com um roteiro previamente estruturado. Foram entrevistados 22 sujeitos: 10 (5 homens e 5 mulheres) são alunos e alunas de cursos de Pedagogia e 12 (6 homens e 6 mulheres) são professores e professoras em escolas de EI e SIEF. As análises realizadas apontam que, de um modo geral, a entrada dos homens na pedagogia e a sua reinserção no exercício docente nesses segmentos da educação provocam reações de preconceito e estigma. Ao constatar isso, nossa indagação ficou em torno de buscar como essas reações ocorrem para com os sujeitos entrevistados, discutindo as relações de gênero, e masculinidade em ambientes feminizados. Através dessas discussões, trouxemos uma pequena contribuição para a área acadêmica, no que diz respeito à masculinidade e docência.