Teaching manfully? Exploring gendered subjectivities and power via analysis of men teachers’ gender performance

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‘They do not relate to Black people like us’: Black teachers as role models for Black pupils (2009, background): “However, as noted by Francis ( 2008 , 119), where male teachers become ‘surrogate father(s)’, this ‘is to a certain extent guided by their own needs to be a “good dad/teacher”’, and not every male teacher, whether minority or majority ethnic, will have this need.”
Re/theorising gender: female masculinity and male femininity in the classroom? (2010, methodology): “While I have argued for the necessity of such analysis in gender and education research (e.g. Francis 2002, 2008b; Francis and Skelton 2008), my application of such analyses to empirical data has so far been relatively limited.”
Intersections of Gender and Marital Status in Accessing Climate Change Adaptation: Evidence from Rural Tanzania (2016, unknown): “We understand gender, intersecting with the category of marital status, as discursively produced (Butler, 1990; Francis, 2008) and manifested in women’s and men’s concrete actions (Nayak and Kehily, 2006).”
Failing to get men into primary teaching: a feminist critique (2009, background): “‘set up’ as role models many are not (Carrington et al. 2001; Francis 2008).”