Men and Teaching: Good Intentions and Productive Tensions

Abstract

This article points to the complex context of what often is seen as both unproblematic and problematic simultaneously—men and teaching. In addition to brief words on the articles included in this special issue of JMS, the Guest Editors reflect on the contradictions, tensions, strategies and experiences of men who teach. This introduction aims to cultivate a greater awareness of the personal and political debates from which this collection of research arises so that educators may develop and harvest the great pedagogical contribution that men can offer—not just by being biologically male, but by recognizing the potential of modeling the multiplicity of manhood. The authors remind readers that a critical gender analysis of men in classrooms must serve the ultimate goal of improving the educational and social lives of children—both boys and girls.