Kevin Davison

Methodological Instability and the Disruption of Masculinities

Researchingmenandmasculinitieswithacriticalprofeministlensre quiresmale qualitative researchers to employ a continual reflexive process thatacknowledges the various ways the subjectivity of the researcher is inti-mately connected to research participants through the very object of investi-gation—hegemonic masculinity. Yet, Haywood and Mac an Ghaill (1998)note that“maleethnographers ...havesystematicallyfailedto acknowledgetheimplicitmaleknowledges, understandings and desires thatwe share withthe male participants’ . . . biographies” (p. 133). If gender is “a complex ofactual relations vested in texts” (Smith 1990, 163), then research into

Dialectical imagery and postmodern research

This article suggests utilizing dialectical imagery, as understood by German social philosopher Walter Benjamin, as an additional qualitative data analysis strategy for research into the postmodern condition. The use of images mined from research data may offer epistemological transformative possibilities that will assist in the demystification of illusory modernist methodological frameworks, and invites postmodern interpretations of subjective experiences recounted in qualitative research.

Boys and Underachievement in the Canadian Context: No Proof for Panic

Over the last fifteen years there has been an increase in scholarly work internationally in the area of boys, masculinities and schooling (Davison, 1996, 2000a, 2000b; Frank, 1987, 1990, 1993, 1994, 1997a and b; Epstein et al., 1998; Kenway, 1995, 1998, 2000; Mac an Ghaill, 1994a, 1994b, 1996; Martino, 1994, 1995, 2000, forthcoming). This work, heavily influenced by feminist research on gender and education, has investigated, and often problematised, the complexities of the lives of boys in schools. It has focused on homophobia and heterosexism, bullying, sexual harassment, violence and underachievement. Over the last ten years in the United Kingdom and Australia there has been an outcry in the popular press about a crisis in the education of boys (Epstein et al., 1998). Newspaper headlines have asked questions such as: ‘Are Schools Failing our Boys?’ ‘What about the Boys?’ and ‘Do Boys Need More Male Teachers?’

Men and Teaching: Good Intentions and Productive Tensions:

This article points to the complex context of what often is seen as both unproblematic and problematic simultaneously—men and teaching. In addition to brief words on the articles included in this special issue of JMS, the Guest Editors reflect on the contradictions, tensions, strategies and experiences of men who teach. This introduction aims to cultivate a greater awareness of the personal and political debates from which this collection of research arises so that educators may develop and harvest the great pedagogical contribution that men can offer—not just by being biologically male, but by recognizing the potential of modeling the multiplicity of manhood. The authors remind readers that a critical gender analysis of men in classrooms must serve the ultimate goal of improving the educational and social lives of children—both boys and girls.

Sexualities of initial teacher education applicants in the Republic of Ireland: addressing the hidden dimension of diversity in teaching

Abstract While research and policy recommendations internationally have pointed to the need to diversify teaching populations with regard to ethnicity, social class background and, to a lesser extent, dis/ability, there is a paucity of research addressing sexualities as a diversity dimension in teaching. This article explores initial teacher education (ITE) applicants’ and entrants’ (N = 746) sexualities and the intersections of sexualities with other socio-demographic background variables and career motivations. The analysis suggests that the topic of sexual orientation caused high levels of discomfort among respondents and that sexual minority student teachers are underrepresented in ITE cohorts in Ireland. The socio-demographic and motivational profiles of our non-heterosexual respondents generally mirrored those of their heterosexual counterparts. Non-heterosexual respondents reported a stronger motivation to affect social change and lower levels of participation in religious services. Findings are discussed within the context of persisting cultural and institutional barriers for sexual minority (student) teachers in Irish schools and in ITE.

‘I will do it but religion is a very personal thing’: teacher education applicants’ attitudes towards teaching religion in Ireland

Abstract There has been extensive research internationally describing teachers’ homogenous socio-demographic backgrounds and critiquing the associated equity and diversity issues, most especially with regard to ethnicity and gender, and to a lesser extent, social class and disability. Yet, teachers’ religious affiliations and/or convictions have rarely been explored. Since 96% of state primary schools in Ireland are denominational, considering religious diversity in teaching is both critically important and a complex undertaking. This paper examines primary initial teacher education (ITE) applicants’ religiosity, and views of teaching religion, in Ireland. Our data suggest low levels of religious practice and religiosity among ITE applicants, many of whom would prefer to teach religion using a non-confessional approach. The paper raises critical questions regarding the experiences, constitutional rights and professional practice of increasingly secular and/or non-practicing Catholic teacher cohorts in a predominantly Catholic primary education system that has survived the trend towards progressive ‘unchurching’ of Europe.

Constructivism in the Third Space: Challenging Pedagogical Perceptions of Science Outreach and Science Education.

ABSTRACT Informal opportunities for young people to engage with science have increased in response to declining uptake in science and a shortage of science graduates. This paper is set in the context of the recent introduction of science at primary level in Ireland and the existence of a great number of science outreach programmes, in particular from universities to support this sector. The recent movement to change science pedagogy in schools towards a focus on inquiry and constructivist methods commands discussion around pedagogical practice in both spaces (education and outreach). Building on the authors’ research which embraced a qualitative approach to ascertain participant perception of constructivism and understanding of conceptual and pedagogical dilemmas within science education, this paper reports a singularly quantitative insight, carried out in parallel, to facilitate a more formal and standardised comparison within and between populations and to allow generalisation to the larger population. A Constructivist Learning Environment (CLES) survey of both primary teachers (N = 148) and science outreach practitioners (N = 81) in Ireland was conducted, eliciting multiple dimension perceptions, in terms of pedagogical choice and comparative differentiators regarding sex, school size, outreach frequency in the classroom, role of outreach practitioner within their institution, outreach experience of the outreach practitioner. Results challenge beliefs presented in the literature about a deficit of science pedagogy amongst primary level teachers and therefore questions the role of science outreach in this relationship. This study provokes the necessity for a discussion of the third space, arising from the juxtaposition between science outreach and education.

Collaborative Lesson Hook Design in Science Teacher Education: Advancing Professional Practice.

This article documents the process of collaboratively developing lesson hook e-resources for science teachers to establish a community of inquiry and to strengthen the pedagogy of science teaching. The authors aim to illustrate how the development and application of strategic hooks can bridge situational interest and personal interest so that lessons may become more meaningful and enduring. Qualitative data from both teacher educators and pre-service teachers involved in the design process, participant research journals, and data from six focus group sessions, illustrate the systematic reflection involved in producing effective and transformative hooks to support teachers and promote deeper student engagement and learning. Key findings reveal a pedagogical model of hook design, the complex elemental make-up of a science hook, the value that this teaching tool adds to the science classroom, and finally, the beneficial outcomes of collaborative resource design between student and staff in pre-service teacher education programmes. These hook resources aim to move beyond simply capturing student attention towards voluntary self-engagement, and have significant potential to serve as a pedagogical tool for teacher educators, as well as pre-service, newly qualified, in service, out-of-field, and experienced science teachers, to increase student academic performance, third-level science enrolments, and science careers.