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ERIC Number: EJ984941
Record Type: Journal
Publication Date: 2012
Pages: 24
Abstractor: ERIC
Reference Count: 56
ISSN: ISSN-1071-4413
Rethinking the Influence of Male Teachers: Investigating Gendered and Raced Authority in an Elementary School in Toronto
Martino, Wayne; Rezai-Rashti, Goli
Review of Education, Pedagogy & Cultural Studies, v34 n5 p258-281 2012
Within the context of debates about male teacher shortage, a powerful discourse about the influence of male and minority teachers as role models has acquired a particular legitimacy in the popular imaginary. In short, the call for more male teachers functions as a common-sense justification for their necessary recruitment and has been tied to a reform strategy for addressing the educational and social needs of boys and minority students in schools. In this article, the authors argue that there are both gendered and raced aspects to teacher authority that are important to consider within the context of debates about the influence of male teachers. They contend that a discourse about racial and gender affiliation as a basis for inscribing the authority of teachers as role models is limited as an explanatory framework for understanding male and minority teacher influence. In short, they illuminate through their case study research how such a simplistic approach sets significant limits to both conceptualizing and understanding the influence of male and minority teachers. They draw on cultural studies and critical antiracist theorists such as Hall (1996) and Crichlow (1999), as well as feminist queer scholars such as Britzman (1993) and Butler (1993), to raise serious questions about the limits of dominant discourses about male teachers as role models in terms of the supposed guarantee afforded by advocating gender and racial affiliation as a basis for addressing the educational needs of boys in urban school communities. They address the conceptual limits of such a discourse and draw attention to the need for a more sophisticated analysis of gendered and raced authority as it relates to rethinking the influence of male teachers within the context of these debates. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)