A participatory visual exploration of nurturing masculinity amongst Eastern Cape-based Xhosa male foundation phase teachers
| dc.contributor.advisor | Müller, M. | en_ZA |
| dc.contributor.advisor | Beyers, C. | en_ZA |
| dc.contributor.author | Kagola, Obakeng | en_ZA |
| dc.date.accessioned | 2024-02-12T08:07:38Z | |
| dc.date.available | 2024-02-12T08:07:38Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Thesis (Ph.D.(Curriculum Studies))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | Teaching in the Foundation Phase (grades R to 3) is commonly perceived as a profession designated for females. Global research, including specific studies in South Africa, indicates that male teacher involvement in the education of young children aged five to nine remains limited. Scholars attribute this lack of participation to the socially constructed notion that teaching in the Foundation Phase is exclusively women’s work, reinforced by the belief that this profession primarily involves nurturing and caring activities. Additionally, the literature suggests that rigid masculine ideals and patriarchal practices contribute to men’s resistance and reluctance to engage in nurturing and caring professions, as they fear being perceived as less masculine or inadequate. Moreover, male teachers in the Foundation Phase face scrutiny and questioning of their masculinity, as their choice of profession deviates from the socially constructed norms of hegemonic masculinity. Some of the male Foundation Phase teachers attempt to reaffirm their masculine identities by distancing themselves from nurturing activities perceived as soft, aiming to conform to hegemonic masculine ideals. This study was aimed at exploring the use of participatory visual methods to explore nurturing masculinities amongst Xhosa male Foundation Phase teachers in the Eastern Cape province of South Africa. The qualitative study adopted a transformative paradigm and employed participatory visual research methodologies (PVRM) as its design. Two feminist theories, namely Raewyn Connell’s theory of masculinity and a feminist post-structural lens, guided the interpretation of the data. Six Xhosa male Foundation Phase teachers were recruited as participants using snowball sampling. Data were collected through the participatory visual methods photovoice, metaphor-drawing and collage-making. The participants were engaged in the initial stage of analysis through participatory analysis, which was followed by thematic analysis of the generated data. The findings reveal that Xhosa male Foundation Phase teachers navigate their positions as men within the amaXhosa cultural context as fathers and husbands in their communities, homes and schools. Consequently, their performances fluctuate between hegemonic and complicit streams of masculinity in and around the classroom. Their understanding of nurturing is influenced by their childhood experiences and transitioning into amaXhosa cultural practices of manhood. In their early years, participants experienced a feminine approach to nurturing and care from their mothers and grandmothers. In their later years, they were exposed to fatherly and more cultural masculine forms of love and support as they navigated through the passage of manhood. The Xhosa male Foundation Phase teachers who participated in this study facilitated nurturing in and around their classrooms by constructing respect, care and support for self and others. This involved acts of kindness and empathy. They further challenged patriarchal practices such as the notion that “men must be respected”, which can hinder their ability to foster nurturing environments. The study offers recommendations for policy, practice and future research. For instance, faculties of education providing Foundation Phase qualifications should enhance teacher training on pedagogical strategies that enable teachers to address sensitive topics such as gender diversity and inclusivity without feeling uncomfortable or unprepared. Research is needed in South Africa regarding the inclusion of males in the education of young children in the early years, particularly exploring learners’ perceptions and experiences of being nurtured by male Foundation Phase teachers. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12411 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Feminist post-structural lens | en_ZA |
| dc.subject | male foundation phase teachers | en_ZA |
| dc.subject | nurturing masculinity | en_ZA |
| dc.subject | participatory visual research methodologies | en_ZA |
| dc.subject | theory of masculinity | en_ZA |
| dc.title | A participatory visual exploration of nurturing masculinity amongst Eastern Cape-based Xhosa male foundation phase teachers | en_ZA |
| dc.type | Thesis | en_ZA |