Drawings as a Means to Elicit Streams of Caring Masculinities Among Male Foundation-Phase Teachers

Obakeng Kagola; Vusi Msiza

doi:10.25159/2957-3645/17176

Authors

Obakeng Kagola Walter Sisulu University
Vusi Msiza University of South Africa

DOI:

https://doi.org/10.25159/2957-3645/17176

Keywords:

male foundation-phase teacher, caring masculinities, nurturing practices, participatory visual methodologies

Abstract

Using drawings as a method of data generation in participatory visual methodologies, this article explores the ways in which male foundation-phase teachers construct caring masculinities within the “feminised” foundation-phase schooling context. The study examines intersections between professional identities, cultural practices and evolving gender norms. Through thematic analysis, we found that male foundation-phase teachers actively negotiate caring masculinities by blending traditionally masculine lived experiences to facilitate nurturing pedagogies in and around their classrooms. The article highlights the way of exploring cultural practices, such as ulwaluko, a traditional Xhosa male circumcision (rite of passage), to inform and enrich these nurturing approaches. Significantly, participatory visual methodologies, such as drawing, facilitated open, vulnerable discussions about masculinities and teaching, which created safe spaces for the participants to articulate complex aspects of their identities and experiences. This article contributes to a more nuanced understanding of male foundation-phase teachers’ experiences in South Africa by revealing how caring masculinities can be explored effectively through visual methodologies. The study advocates broader adoption of participatory visual methods in future gender and education research, both in South Africa and internationally.

Author Biographies

Obakeng Kagola, Walter Sisulu University

PhD

Vusi Msiza, University of South Africa

PhD

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