Scott 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.
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