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Absent fathers’, and children’s social and emotional learning: an exploration of the perceptions of ‘positive male role models’ in the primary school sector

Wood, P and Brownhill, S (2016) Absent fathers’, and children’s social and emotional learning: an exploration of the perceptions of ‘positive male role models’ in the primary school sector. Gender and Education. ISSN 1360-0516

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Abstract

This paper focuses on the testimonies of three male primary school staff members who utilised social and emotional learning (SEL) in their everyday practice within their respective schools. The data, collected through individual interviews, illustrate how these three men interpreted SEL, and their role in the development of children’s social, emotional and behavioural (SEB) skills, in response to their perceptions of pupils’ home-life. In particular, the sample identified the children’s fathers’ perceived ability/inability as a main cause of pupils’ SEB deficiencies. Consequently, the three male staff members maintained that in order to advocate and encourage alternative, appropriate behaviours, they should act as ‘replacement fathers’ and become ‘role models’. The findings contribute to existing debates relating to the notion of ‘positive male role models’ in primary schools and the propensity for staff to engage in parental blame. The implications of these findings are discussed, and suggestions that call for a more democratic and cooperative exchange of knowledge between parents and teachers are made.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on 30 May 2016 , available online http://dx.doi.org/10.1080/09540253.2016.1187264
Uncontrolled Keywords: 1303 Specialist Studies In Education, 1608 Sociology
Subjects: H Social Sciences > HN Social history and conditions. Social problems. Social reform
L Education > LB Theory and practice of education > LB1501 Primary Education
R Medicine > RJ Pediatrics > RJ101 Child Health. Child health services
Divisions: School of Education
Publisher: Taylor & Francis
Date Deposited: 08 Jun 2016 08:45
Last Modified: 30 Nov 2017 00:50
DOI or Identification number: 10.1080/09540253.2016.1187264
URI: http://researchonline.ljmu.ac.uk/id/eprint/3715

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