Elementary School: Hyper Masculinity in a Feminized Context

Scott Richardson gives us a finely detailed experiential account ofhow gender and teaching are woven together in public schools. Throughhis own memories and the narrativized experiences of his researchsubjects, Richardson demonstrates both the institutional benefitsassociated with being male and the fragility of masculinity. Membershipin the "Boys' Club" of hypermasculinity requires constant checking,surveillance, and choices that fit within the narrow range of dominantmasculinity (so well detailed by R. W. Connell). Richardson's causalstyle parallels the ease with which men in leadership and teachingpositions articulate their allegiance to gender norms and one another,and in effect, set critique of such gender norms above comment: it'sjust the way things are done.
- Cris Mayo, Associate Professor of Education Policy,Organization and Leadership & Gender and Women's Studies, University of Illinois at Urbana-Champaign; Faculty Director of the OdysseyProject; author of Disputing the Subject of Sex: Sexuality and Public School Controversies.

Scott Richardson has written a provocative work thatlifts the veil and explores a secret space hiding in plain sight inevery school in America. The taboo is gender, and for teachers who often feel bound and gagged, unseen and unheard, Richardson's efforts offer a life-altering experience that will change the way we understandclassrooms. eleMENtary School: (Hyper)Masculinity in a Feminized Context is both forbidden fruit and a small masterpiece.
- William Ayers, Distinguished Professor of Education andSenior University Scholar, University of Illinois at Chicago (retired);founder of the Center for Youth and Society; author of To Teach: The Journey of a Teacher, and co-author-editor of The Handbook of Social Justice in Education with T. Quinn & D. Stovall.

eleMENtary School tells the important and untold story of teachers' enactments of normative masculinity. Through vivid andcompelling accounts of male teachers like Dru, Alex and Owen we learnabout how contemporary definitions of masculinity prevent teachers fromfulfilling their potential as educators, as colleagues and as rolemodels. Only by reading carefully a documented analysis like these canwe begin to critically examine the way in which we can encourage maleteachers to develop what Scott Richardson calls an "ethic of care," that supports gender equality, rather than allowing them to continue toengage in damaging practices of normative masculinity.
- CJ Pascoe, Assistant Professor of Sociology, ColoradoCollege; author of Dude You're a Fag: Masculinity and Sexuality in HighSchool and Anas, Mias and Wannas: Identity and Community in a Pro-anaSubculture.

Scott Richardson's eleMENtary School: (Hyper)Masculinity in a Feminized Context is a remarkable innovative contribution to teacher lore, narrativeinquiry, and gender studies. Readers cannot experience this book without pondering, questioning, rethinking, and reconstructing theirperspective on education and its socio-sexual and political milieu.Surely, that is one of the most laudable consequences of a scholarlycontribution in education. I urge educators at all levels to let thisbook have impact on their outlooks.
- William H. Schubert, Professor Emeritus, Dept. ofCurriculum & Instruction, University of Illinois at Chicago; formerDirector the Teacher Lore Project; co-author-editor of Teacher Lore:Learning from Our Own Experience with W. Ayers, and author of Love,Justice and Education.