Much has been written on the relationship between gender and schooling, and teaching. In particular, the focus has been on the significant dis-proportion between female and male teachers, which remarkably, inverts in relation to educational leadership positions. Arguments abound as to the social factors and hegemonies, which have created not only what is referred to as the “feminisation of teaching”, but the risks associated with feminised classrooms and pedagogies, particularly, in relation to boys. Not surprisingly, therefore, an equally dominant narrative calling for the (re)masculinisation of teaching has gained increasing momentum. The basis for this argument is not limited to a seeming need for male teachers as role-models. More disturbing, is the idea that the standing of the profession – invariably measured in terms of salary – might improve if more males are encouraged to become teachers. Our interest in this article is in the patriarchal hegemonies, which give shape to constructions of teaching as “women’s work” in the first place. We argue, that rather than contributing to what has been an overdue preoccupation gender-based socialisations, the concern should be on ensuring that teaching transcends framings of “feminisation” and “masculinisation” so that it serves all teachers and all learners.

中文翻译：

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教学中的性别代表性不足：教学女性化的受害者吗？

关于性别与学校和教学之间关系的文章很多。特别是，重点一直放在男女教师之间的重大失衡上，而这种失衡明显地与教育领导职位有关。关于社会因素和霸权主义的争论比比皆是，这不仅造成了所谓的“教学女性化”，而且造成了女性化的教室和教学法所带来的风险，特别是与男孩有关的风险。因此，毫不奇怪的是，一个同样占主导地位的叙述要求对教学进行（重新）男性化，其势头越来越大。这种论据的基础并不仅仅限于男性教师作为榜样的表象。更令人不安的 的想法是，如果鼓励更多的男性担任教师，该职业的地位（总是以薪金衡量）可能会有所改善。我们对本文的兴趣在于父权制霸权，这些霸权首先形成了作为“妇女的作品”的教学结构。我们认为，应该为确保教学超越“女性化”和“男性化”的框架，以便为所有教师和所有学习者提供服务，而不是对已经过时的以性别为中心的社会化做出贡献。