Abstract
Since the 1990s there has been some considerable discussion in English education policy of boys' underachievement and of male teachers serving as ‘role models’. Drawing on two separate research projects, this article explores the diverse ways in which individual teachers negotiate discourses of role modelling, while also considering the performative nature of these discourses and some of their effects on teachers. The article shows that discourses of role modelling retain some currency among teachers and highlights the need for contemporary research on equality issues to inform the work of both policy-makers and teachers.
© 2017, published by Elsevier. The attached document (embargoed until 20/07/2019) is an author produced version of a paper, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link below. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
© 2017, published by Elsevier. The attached document (embargoed until 20/07/2019) is an author produced version of a paper, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link below. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
| Original language | English |
|---|---|
| Journal | TEACHING AND TEACHER EDUCATION |
| DOIs | |
| Publication status | Published - 20 Jul 2017 |
Keywords
- Teachers
- Gender
- Education policy
- Role models
- England