Male practitioners’ interactions with children in ECEC settings: observational data from cities of Edinburgh, Hong Kong, and Tianjin

Yuwei Xu

Research output: Contribution to conferenceAbstractpeer-review

Abstract

In recognising that there is a lack of empirical studies that observed male teachers’ interactions with children in ECEC settings, and that cross-cultural analyses of men’s participation in ECEC would provide fresh insights into the area (Rohrmann and Brody, 2015), this paper will present findings on how male teachers from three cultures interacted with children through their daily practices in ECEC. The complexities and dynamics of gender, as well as its intersections with other social categories within and across cultures, were found to be affecting teacher-child interactions discursively. Implications of this research include that discussions on men’s participation in ECEC should go well beyond gender binary of being men and women, and that attention needs to be given to how individual practitioners situate themselves/are situated in various social and cultural contexts of gender and ECEC.
Original languageEnglish
Publication statusPublished - 2017
EventBritish Education Research Association Annual Conference 2017 - University of Sussex, Brighton, United Kingdom
Duration: 5 Sep 20177 Sep 2017
https://www.bera.ac.uk/beraconference-2017

Conference

ConferenceBritish Education Research Association Annual Conference 2017
CountryUnited Kingdom
CityBrighton
Period5/09/177/09/17
Internet address

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