You're Out! Calling for Debate on Male Primary School Teacher Candidates

Michael Parr, John Allison


It is frequently acknowledged that many boys, as compared to girls, are struggling in school, although research in this area tends to focus on either race, class, and/or linguistic minority status males (Bouchard, St-Amant, & Gagnon, 2000; Parry, 2000; Wong, 2000). Research on boys in school rarely includes sexual orientation or a queer theoretical stance. Similarly, debate continues over the dwindling numbers of adult males pursuing higher education in trade schools, colleges, and universities (Becker, 1998; Tyre, January 30, 2006), but there is little discourse or research on the role of sexual orientation minority status males in higher education, and the overlapping identity markers of race, class, gender, disability, age, and geographical location. This narrative inquiry will delve into the experiences of an older, gay, disabled male primary school teacher candidate from Eastern Canada who did not successfully complete his Bachelor of Education degree while attending a Northern Canada university. This article contains an overview of the literature on male primary teachers, the theoretical framework and an explanation of research methods, followed by a narrative in the voice of the former teacher candidate. Finally, in the epilogue we present our main impressions.


teacher education; men's studies; arts-informed educational research; sexual orientation; narrative inquiry; intersectionality; schooling; gay men

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Canadian Online Journal of Queer Studies in Education/ Le journal canadien pour les tudes queer en ducation . ISSN: 1710-7598