The discourses of male teachers : the role of literate identity in professional practice

Abstract

The purpose of this qualitative study was to examine the ways in which the primary Discourse and school experiences inform the literate identity of a male teacher, as well as his professional practice. The research looks at the various influences and relationships that come to bear on male literate identity from childhood to professional practice. As well, it responds to the contention of the popular media that boys’ lagging literacies might be remediated through the presence of more male literacy role models in the classroom. This study suggests that although role models may be influential under particular circumstances, the development of literate identity is far more complex and nuanced.

This study focuses on six male teachers and describes their experiences of literacy, particularly reading, from childhood into professional practice. Data were collected through semi-structured interviews and informal observations. The interviews revealed that male literate identity is a product not only of parental attitudes toward literacy, but it is also determined by the individual’s sense of competence and purpose, as well as sometimes serendipitous encounters with other readers.