Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China

Xu, Y., Schweisfurth, M. and Read, B. (2022) Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China. Comparative Education, (doi: 10.1080/03050068.2022.2062950) (Early Online Publication)

[img] Text
269391.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

2MB

Abstract

At the global level, prominent narratives about improving the quality of early childhood education and care (ECEC) promote the recruitment of men into the profession. However, comparing across different policy and practice settings demonstrates contrasting expressions and experiences of how men contribute to ECEC. This article presents findings from a study in Edinburgh, Scotland and Tianjin, China. The study explored how male and female practitioners and children talk about gender and how gendered relationships and roles are ‘performed’ in practice settings. In the two contexts, national/regional policy aims to raise the number of men working in ECEC, but in both cases and in different ways the inclusion of men in ECEC reinforces cultural gender norms as much as interrupting them. This research points to the need for comparative research to include observation data and practitioners’ and children’s views to enhance understanding of how global discourses of ECEC are enacted in different contexts.

Item Type:Articles
Status:Early Online Publication
Refereed:Yes
Glasgow Author(s) Enlighten ID:Read, Dr Barbara and Schweisfurth, Professor Michele
Authors: Xu, Y., Schweisfurth, M., and Read, B.
College/School:College of Social Sciences > School of Education > Educational Leadership & Policy
Journal Name:Comparative Education
Publisher:Taylor and Francis
ISSN:0305-0068
ISSN (Online):1360-0486
Published Online:11 April 2022
Copyright Holders:Copyright © 2022 The Authors
First Published:First published in Comparative Education 2022
Publisher Policy:Reproduced under a Creative Commons licence

University Staff: Request a correction | Enlighten Editors: Update this record