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.

中文翻译：

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“我不喜欢他们来找我说嘿，我喜欢你”：男性教师处于降级的男性气质

摘要 南非教育的基础阶段（R 至 3 级）被视为女性和有时是男同性恋者进行教学的空间。这种概念化受到了质疑和辩论，招募了更多的男性。在非洲基于性别的暴力增加的时期，我试图了解男性在这些环境中与同性恋的关系。我使用了九名男性的案例研究方法，在普马兰加省的农村学校任教。理论框架受到两种女权主义理论的启发：男性气质理论和交叉性理论。数据是通过两次访谈对话生成的。我发现在基础阶段教学的男性构建的身份表明他们不柔软和女性化。他们进一步远离同性恋身份和同性恋。本质上，他们发现自己处于男性气质的降级位置，他们通过将自己定位为优于其他男人和女人来协商自己的身份。调查结果为深入讨论早期小学教育者的性别认同和态度及其对增加的性别暴力的潜在影响提供了基础。