同性恋教师和恋童癖指控

当教师打算照顾学生时，教师对他们做什么（Noddings，1984，1992）也可能被观察者视为性行为不当的行为。安德森（1966）强有力的叙述“手段”详细说明了Wing是一个在教学环境中照顾孩子的人。在写关于Wing当老师的几年，安德尔将他描述为“自然成为青年的老师”。他是那些罕见的小人物之一，他们以一种如此温柔的力量统治。安德森培养Wing通过触摸的力量去教学、照顾和改变生活。

外文文献出处：

附外文文献原文

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply

Those who teach, or intend to teach, young chil-dren undergo careful scrutiny as to their suitabili-ty for the role of teacher. In general, professional monitoring of teaching standards and teacher qual-ities are reasonable expectations. However, a set of related cultural practices embedded in such monitoring purposefully and unjustly impact men who wish to teach young children. The underlying issues of this injustice are: (a) social expectations for female and male teachers when teaching is con-strued as caring; (b) the inferred sexual orienta-tions for suitable and unsuitable teachers; and (c) the accusation of pedophilia used as a gatekeeper. Yet these socially constructed categories and their interrelationships are sufficiently ambiguous that each has been deployed in the extortion of male teachers. This article examines the dynamics of unreasonable monitoring of male teachers who ei-ther teach or want to teach young children.

WHILE MEN HAVE BEEN repeatedly called into the teaching of young children (Robinson, 1986; Seifert, 1988, 1986; Smith, 1973; Sugg,

1978), the majority have not responded. Less than

James R. King is professor of childhood education at the University of South Florida–Tampa.

5% of early childhood professionals are men (NAEYC, 1985). Yet when a man does respond to the call, and that man happens to be gay, others are prepared to think him perverted, pedophilic, and certainly wrong-headed in his intent to teach youngsters. Elsewhere I have argued that calling men into early education is a habit that appears to have little to do with teaching young children (King, 1997). Rather, the call is hollow, and it may be understood as a reactionary gesture that hides the underlying belief that we want no men around any young children in schools.

Men teaching young children is a complex problem and challenge for current social expecta-tions. First, teachers are assumed to be asexual, and when for whatever reason they are discovered not to be asexual, it is a problem. Second, teach-ing young children is assumed to be “women’s work.” When others try to do this work, it creates problems. Third, even though they may be per-ceived as being “like women,” most of society does not want gay men teaching young children. Gay and lesbian teachers are undesirable because it is assumed that they will influence or recruit their students. More to the point, gay men are especially troublesome because they are seen as pedophilic. Each of these related issues is examined in this article.