What Guides this Research Project?

And FAQ’s Below:

This national research project is designed to show and consider the ways that patriarchal masculinities are being challenged in education by male-identifying teachers. This project is supported by previous research that Dr. Kehler and Dr. Knott-Fayle conducted with pre-service teachers around gender-transformative teaching practices. While conducting previous research Dr. Kehler and Dr. Knott-Fayle found that there was an understanding that social and cultural issues were impacting masculine identities and that there was a desire for individuals to develop teaching practices that would push back on oppressive messages. While coming to this conclusion, it was obvious that there were structural issues holding teachers back as well as personal ones. 

It is clear that schools are facing competing messages regarding how they should respond to gender, sexuality and youth identities. In the past, there have been arguments for bringing in more male role models and being wary of softening the boys' actions or behaviours. Both Dr. Kehler and Dr. Knott-Fayle are critical of this approach and want to conduct further research into how male teachers are trying to change boys’ behaviours for the better and push back on the all-encompassing idea that there is only one way to “be a man”. Through the “(Re)Defining Masculinities” project, the goal is to examine the teaching practices of Canadian teachers who identify as men and see how they are challenging, disrupting and navigating the stereotypical masculine messages going on in the classroom. Through these observations and discussions, Dr. Kehler and Dr. Knott-Fayle will be able to share best practices for social justice actions that will support all young people as they become a part of the wider community. 

Research Questions:

1. When and how do teachers who identify as men challenge harmful masculinity expressions?

2. What motivates teachers who identify as men to respond to issues of gender injustice?

3. How are teachers who identify as men supported or discouraged from engaging with issues of gender injustice?

4. How does engaging in teaching and learning around gender injustice and masculinity impact teachers who identify as men?

Research Aims:

• To identify and examine how ‘masculinity’ is understood by teachers who identify as men across Canada.

• To explore the ways that teachers in Canada resist and challenge harmful expressions of masculinity.

• To interpret the structural and sociological barriers, obstacles, and limitations to resist damaged and damaging masculinities in education in Canada.

• To examine how teachers engage all students to explore diverse masculinities.

• To understand how gender identities impact teachers’ engagement with curriculums that challenge “heteronormative” masculinity.

Answers to Frequently Asked Questions:

1. Who can take part?
Participation is open to teachers who identify as men (inclusive of cis-gender, trans and diverse gender or sexual expressions) working in primary or secondary schools in Canada. The project aims to interview five teachers per province/territory across Canada for a total of 65 participants. If you meet these criteria, we would love to hear from you!

2. Why should I take part?
By participating, you will contribute to valuable research on understanding the experiences and challenges of male-identifying teachers in education. Your insights can help inform policies and practices that support educators like you. In addition, you will receive a $100 Visa gift card for giving your time to this important endeavour.

3. What will taking part involve?
Taking part will involve in-person semi-structured interviews in a pre-determined location where you can share your experiences of teaching young men and masculinity. Participation is voluntary, and you can withdraw at any time. To help alleviate any obstacles for you to take part, interview sites will be strategically located at convenient locations in each province/ territory. If you have to travel to an interview, we will reimburse your travel expenses. Interviews with teachers in the Yukon and Nunavut will take place online due to difficulties in travelling to these areas.

4. Why teachers who identify as men?
This research focuses on the experiences of those who identify as men, regardless of biological sex, to gain insights into gender-related experiences in education. This inclusive approach ensures we understand diverse perspectives and attend to the needs of a group that is currently wrestling with ways to teach “how to be a man”. Work around gender justice has typically been seen as women's work, as such, men and boys are often not encouraged to take part. However, we know that many men and boys still try to respond to issues of gender injustice and we want to know what work is being done by men in education in spite of the cultural perceptions that discourage them from engaging with issues of gender inequality.

5. I want to take part, what happens next?
Great! To participate, please complete our consent form (found here) and email to michael.kehler@ucalgary.ca. If selected for an interview, we will contact you with further details.

6. I have a friend who wants to take part, what should I do?
That’s fantastic! Please feel free to share this recruitment poster with your friends and colleagues who might be interested in taking part.

7. I have questions about the research, who should I contact?
If you have any questions, please reach out to Dr. Michael Kehler at michael.kehler@ucalgary.ca. We’re happy to answer any questions you may have!

Some References that Guide this Research and Might be of Interest for Further Reading:

APA. (2018). APA Guidelines for Psychological Practice with Boys and Men: (505472019-001)

Atkinson, M., & Kehler, M. (2012). Boys, Bullying and Biopedagogies in Physical Education. Thymos: Journal of Boyhood Studies, 6(2), 166–185. https://doi.org/10.3149/thy.0602.166

Butler, J. (2006). Gender trouble: Feminism and the subversion of identity. Routledge. Canadian Sociological Association. (2022). Statement of Professional Ethics. CSA. https://www.csa-scs.ca/files/www/CSA-SCS_Statement_of_Professional_Ethics_2022.pdf

Cassidy, J. & M. Kehler (2019). "Holy Gendered Resource, Batman!": Examining the Broader Application of Comics and Superhero Fiction Beyond Their Restrictive Relationship with

Connell, R. W. (2005). Masculinities (2nd ed). University of California Press.

Freire, P. (2017). Pedagogy of the oppressed (M. Bergman Ramos, Trans.; Published in Penguin Classics 2017). Penguin Books.

Kehler, M., & Atkinson, M. (Eds.). (2010). Boys’ Bodies: Speaking the Unspoken. Peter Lang.

Kehler, M., & Cassidy, J. (2017). A Literacy Landscape Unresolved. Boyhood Studies, 10(2). https://doi.org/10.3167/bhs.2017.100203

Kehler, M., & Knott-Fayle, G. (2022, October 30). Hockey Canada scandal highlights toxic masculinity in sports. The Conversation (Canada). https://theconversation.com/hockey- canada-scandal-highlights-toxic-masculinity-in-sports-192712

Knott-Fayle, G., & Kehler, M. (2022, November 27). World Cup 2022: Men’s soccer must stop silencing activism and allyship. The Conversation (Canada). https://theconversation.com/world-cup-2022-mens-soccer-must-stop-silencing-activism-and-allyship-195087

Knott-Fayle, G., Kehler, M., & Gough, B. (2023). Curating Embodiment: Transformation and Tensions in Men’s Accounts of Shared Nudity. Journal of Bodies, Sexualities, and Masculinities, 1–24. https://doi.org/10.3167/jbsm.2023.05OF04

Martino, W., & Kehler, M. (2006). Male teachers and the “Boy Problem”: An Issue of Recuperative Masculinity Politics. McGill Journal of Education, 41(2), 113–131.

Martino, W., Kehler, M., & Weaver-Hightower, M. B. (Eds.). (2009). The problem with boys’ education: Beyond the backlash. Routledge.