Introduction

The ‘feminisation’ of teaching and more broadly of society as a whole has become a well-rehearsed theme in many parts of the world among policy-makers, the media, the school workforce and the wider public. This feminisation has been constructed as a problem that needs fixing, whereas the masculinisation of teaching has been viewed as a desirable goal and, when achieved, as a cause for celebration. In the context of the feminisation debate, researching discourses of the feminisation of teaching has become all the more necessary. Research on gender and other equality matters in education contexts has focused on learners, with specific attention to the way education contributes to the formation of their identities. In education and employment policy circles, gender equality in the teaching profession tends to attract limited concern. The chapter also presents an overview of the key concepts discussed in this book.