Using Collective Memory Work to Explore Nonconformity and Stereotypical Expectations for Men Elementary School Teachers

Abstract

This study explores the discourses surrounding men elementary teachers through Collective Memory Work methods with a group of elementary-teaching men. Through collective analysis the ten participant-researchers (all men and current or former elementary teachers) identified a number of intersectionalities, including gender and profession. These are illuminated here in the memory story of one participant (selected from the group’s nine stories) and the subsequent analysis discussion it generated. This work provides insight into the intersectionality of gender and profession in the work lives of men and women educators which can be used to promote a more equitable work and learning environment as part of feminism’s “movement to end sexism, sexist exploitation, and oppression†(hooks, 2003, p. 1).