Oppositional Discourses: Deconstructing Responses to Investigations of Male Early Childhood Educators

Abstract

This reflective account begins with verses representing the multiplicity of frequently oppositional responses generated by the author's investigations of the perceptions, experiences and contributions of male early childhood educators. Discourses underpinning these responses are identified. They include (1) male as victim; (2) non-critical advocacy for an increased male presence in early childhood education; (3) critiques of interpretive research; (4) feminist perspectives; and (5) the ‘traditional’ early childhood stance. Each of these discourses is then briefly deconstructed to identify contested assumptions about the participation of men in the early childhood sector and to provide a meta-view of the key issues involved. It is argued that prevailing discourses ignore the voices of children and constrain conceptualisations of possible contributions by male early childhood educators. The article concludes with a call for more inclusive and more flexible discursive spaces in which to explore the potential implications of the involvement of men in early childhood education.