‘I don’t like them coming to me and saying hey, I like you’: male teachers in relegated positions of masculinity

Abstract

abstract The foundation phase of education in South Africa (Grades R to 3) is perceived as a space where women and sometimes gay men teach. This conceptualisation has been contested and debated, with more men being recruited. I sought to understand how men relate to homosexuality in these settings, in a period of increased gender-based violence in Africa. I used a case study methodology of nine men, teaching in rural schools in Mpumalanga province. The theoretical framing was informed by two feminist theories: the theory of masculinities and intersectionality. The data was generated using two sessions of interview-conversations. I found that men teaching in the foundation phase construct identities that proclaim they are not soft and feminine. They further distance themselves from a gay identity and homosexuality. Essentially, finding themselves in relegated positions of masculinity, they negotiate their identities by positioning themselves as superior to other men and women. The findings provide a basis for deeper conversations about the gender identity and attitudes of early primary educators, and their potential influence on increased gender based violence.