Men's Participation in Early Childhood Education and Care (ECEC): Comparative Perspectives from Edinburgh, Scotland and Tianjin, China

Autor/inn/en	Xu, Yuwei; Schweisfurth, Michele; Read, Barbara
Titel	Men's Participation in Early Childhood Education and Care (ECEC): Comparative Perspectives from Edinburgh, Scotland and Tianjin, China
Quelle	In: Comparative Education, 58 (2022) 3, S.345-363 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Yuwei) ORCID (Schweisfurth, Michele) ORCID (Read, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2022.2062950
Schlagwörter	Males; Early Childhood Education; Child Care; Educational Quality; Cross Cultural Studies; Teacher Attitudes; Preschool Teachers; Gender Differences; Sex Role; Educational Policy; Teacher Characteristics; Childrens Attitudes; Cultural Context; Foreign Countries; China; United Kingdom (Edinburgh) + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Cultural comparison; Kulturvergleich; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Geschlechterkonflikt; Geschlechterrolle; Politics of education; Bildungspolitik; Ausland
Abstract	At the global level, prominent narratives about improving the quality of early childhood education and care (ECEC) promote the recruitment of men into the profession. However, comparing across different policy and practice settings demonstrates contrasting expressions and experiences of how men contribute to ECEC. This article presents findings from a study in Edinburgh, Scotland and Tianjin, China. The study explored how male and female practitioners and children talk about gender and how gendered relationships and roles are 'performed' in practice settings. In the two contexts, national/regional policy aims to raise the number of men working in ECEC, but in both cases and in different ways the inclusion of men in ECEC reinforces cultural gender norms as much as interrupting them. This research points to the need for comparative research to include observation data and practitioners' and children's views to enhance understanding of how global discourses of ECEC are enacted in different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01