Jo Warin
Biographic Data
| ID | 170681 |
|---|---|
| NAME | Jo Warin |
| GIVEN NAMES | Jo |
| FAMILY NAME | Warin |
| SIGNATURE | WARIN J |
| AFFILIATIONS | Lancaster University |
| ORCID | 0000-0001-9405-2319 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 172 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 7 |
Men changing nappies: Dismantling a key barrier to gender-diversifying the early years workforce
Currently the number of men working in early years education in England is very low at 2%. This stubbornly resistant workforce pattern matters because it perpetuates the entrenched gender stereotype of young children’s education and care as women’s work. It is extraordinary to find this corner of gender statis in a world that is supposedly in the grip of a gender revolution. This gender revolution does not appear to have impacted on, or even dent…
How many men work in the English early years sector? Why is the low figure so ‘stubbornly resistant to change’
This study draws on data from the GenderEYE project, research conducted in England between 2018 and 2020, which aimed to examine the recruitment, support and retention of male teachers within early years education (EYE) with a view of developing a more gender diverse workforce in this sector. Data collection was by means of a survey, 9 case studies with early years settings and interviews with key stakeholders. In this study, we examine a key fin…
Men-only support spaces in early years education: A step towards a gender diverse or a gender divided workforce
Currently, 3% of the early year's education workforce is male, a figure that has remained stubbornly resistant to change over the last four decades. Research has shown that support is key to increasing the number of male employees in this sector. In recent years, there has been an increase in the demand for male-only support activities, such as men-only training courses, or support groups. Whilst these methods are popular in order to establish ge…
Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce: Why They Leave and Why They Stay
Gendered aspects of Leisure-time teachers’ care – social and physical dimensions
This article aims to gain knowledge on how gender and profession are accounted for and expressed in leisure-time teachers’ (LtTs) work in Sweden, with a specific focus on the caring aspects of the profession. Our results show that LtTs take up various positions in navigating between aspects connected to managerialism and external auditing as well as trust and internal valuation. We argue that the need exists for an expanded understanding of care …
Conceptualising the value of male practitioners in early childhood education and care: Gender balance or gender flexibility
This paper aims to open up the rationales that are used to argue for an increase in male participation in the early childhood education and care (ECEC) workforce. Two theoretical concepts are highlighted and compared: gender balance and gender flexibility. An ethnographic study was conducted in one unusual nursery that has five male workers, using focus groups, one-to-one interviews and observations with male and female practitioners, managers an…
Gender flexible pedagogy in early childhood education
Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver ‘gender flexible pedagogy’, a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discuss…
Identity capital: An application from a longitudinal ethnographic study of self-construction during the years of school
This article contributes to ongoing discussion of the Bourdieusian concept of cultural capital and current attempts to elaborate this concept and its derivatives. The paper identifies ‘identity capital’, the capacity to create a narrative of social and self-awareness by constructing a flexible sense of self. This concept explains findings from a longitudinal ethnography with nine children and young people over a 13-year period from pre-school to …
Gender, teaching and care: A comparative global conversation
Our purpose in planning and editing this special issue was to draw together discussions about the intersection of care and teaching practices within educational contexts and to recognise how gender
Social and emotional aspects of learning: Complementing, compensating and countering parental practices
This article draws on a study which investigated the interpretation and use of Social and Emotional Aspects of Learning ( SEAL ) in primary schools in the UK (the authors gratefully acknowledge Studentship funding from the Economic and Social Research Council for this study). The paper focuses on school staff members' perceptions about the intentions and purposes of the scheme. The testimonies of head teachers, management staff, teachers, teachin…
The status of care: Linking Gender and 'Educare
The connections between debates about male absence in primary and preschool teaching, and wider debates about the status of the caring professions are explored here. It is suggested that neo-liberal concepts of educational purposes are deeply entwined with hegemonic masculinity, resulting in the current patterns of male employment that we see as a global phenomenon in educational work with young children. The argument draws on three sources: a bo…
Inclusive masculinity: The changing nature of masculinities
Inclusive masculinity: the changing nature of masculinities, by E. Anderson, London, Routledge, 2009, 190 pp, £26.59, ISBN 978-0-415-89390-9 (pbk) This book marks an interesting and optimistic turn
Ethical Mindfulness and Reflexivity: Managing a Research Relationship With Children and Young People in a 14-Year Qualitative Longitudinal Research (QLR) Study
This article draws on the articulation of a value for reflexivity that has accumulated within qualitative methods debates in the past decade. It demonstrates how reflexivity is interwoven with the concept of ethical mindfulness. The argument has developed from a consideration of the ethical dilemmas that were a salient aspect of an ongoing research relationship with children and young people during an unusually long longitudinal study, undertaken…
Wanting to be ‘known’: Redefining self‐awareness through an understanding of self‐narration processes in educational transitions
The aim of this article is to initiate discussion about the pursuit of self‐awareness—a concept embedded in recent policy—as an educational goal. The authors argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of ‘self‐awareness’, a term that may be linked to outdated theories, imply…
Joined‐Up Services for Young Children and Their Families: Papering Over the Cracks or Re‐Constructing the Foundations
The idea that services can be provided for young children within their families in a seamless way that serves the interests of children and families simultaneously is problematic. A theoretical flaw underpinning the ideal of integrated services is that families are assumed to be homogenous units. This article explores competing goals for children and families by examining data from the evaluation of three Early Excellence Centres in the north of …
Swapping Stories: Comparing Plots: Triangulating Individual Narratives within Families
Issues relating to the trustworthiness of research narratives are particularly relevant for those family researchers who attempt to interpret, legitimate and represent comparative accounts of family life collected from different family members within the same family unit. We discuss these issues with reference to research we have carried out with 57 family groups. In confronting the analysis that emerges from a process of comparison and combining…
The salience of gender during the transition to higher education: Male students' accounts of performed and authentic identities
This article looks at the transition to higher education made by a group of male undergraduates. The data were collected though one‐to‐one interviews with 24 students, who were asked questions designed to elicit data about their positioning in relation to hegemonic masculinities. The evidence presented here supports the view that gender operates as a salient and accessible means of identifying an in‐group of peers and that ‘laddish’ practices are…
Heavy‐metal Humpty Dumpty: Dissonant masculinities within the context of the nursery
To operationalize a feminist poststructuralist approach necessitates research of a close‐up nature in order to track shifting subject positions through a range of social contexts and to explore the interpersonal and intrapersonal power relations that operate within them. Adopting this theoretical perspective, together with Connell’s concept of hegemonic masculinity, this paper explores the practices and beliefs of one male nursery teacher, Ian, a…
Helping with Homework? Homework as a Site of Tension for Parents and Teenagers
The setting of homework is strongly encouraged by the Department for Education and Employment on the assumption that support from parents, once gained, is unproblematic and useful. However, a number of researchers have observed the possibility of a negative impact of homework on families. This article presents interview data from families with teenagers, in which homework was described as a significant site of parent‐teenager tensions. For many p…
Intimate Talk between Parents and their Teenage Children: Democratic Openness or Covert Control
In so far as modern families subscribe to an ideal of democracy, then adolescence is a time in which the democratic ideal in the family becomes an object of explicit focus as parents and teenagers strive towards a renegotiation of their relative positions. Teenagers need to develop their adult identities and a sense of agency, while at the same time, parents who have invested both personally and financially in their children must reconsider this …
The Attainment of Self-Consistency Through Gender in Young Children
The Importance of Gender as an Aspect of Identity at Key Transition Points in Compulsory Education
This article focuses upon the role of gender as a significant aspect of self‐concept, one that acquires particular salience at times of transition in a person's life. We suggest that transitional phases intensify the sociocultural processes of identity construction, and that gender acquires particular salience as an aspect of identity at these times of transition. Both authors have undertaken studies that focused on gender as an aspect of identit…
Validity in Image‐based Research: An elaborated illustration of the issues
This article is concerned with the trustworthiness of products of research which are derived from image‐based data. Fundamentally it asks whether validity represents an appropriate measure of the quality of research which uses such data. Two examples of image‐based research are taken from recent work undertaken by the authors. A comparison of these examples provides a well‐grounded illustration of the issues confronted by the researchers in their…
Ethical Mindfulness and Reflexivity: Managing a Research Relationship With Children and Young People in a 14-Year Qualitative Longitudinal Research (QLR) Study
This article draws on the articulation of a value for reflexivity that has accumulated within qualitative methods debates in the past decade. It demonstrates how reflexivity is interwoven with the concept of ethical mindfulness. The argument has developed from a consideration of the ethical dilemmas that were a salient aspect of an ongoing research relationship with children and young people during an unusually long longitudinal study, undertaken…
Intimate Talk between Parents and their Teenage Children: Democratic Openness or Covert Control
In so far as modern families subscribe to an ideal of democracy, then adolescence is a time in which the democratic ideal in the family becomes an object of explicit focus as parents and teenagers strive towards a renegotiation of their relative positions. Teenagers need to develop their adult identities and a sense of agency, while at the same time, parents who have invested both personally and financially in their children must reconsider this …
Heavy‐metal Humpty Dumpty: Dissonant masculinities within the context of the nursery
To operationalize a feminist poststructuralist approach necessitates research of a close‐up nature in order to track shifting subject positions through a range of social contexts and to explore the interpersonal and intrapersonal power relations that operate within them. Adopting this theoretical perspective, together with Connell’s concept of hegemonic masculinity, this paper explores the practices and beliefs of one male nursery teacher, Ian, a…
Conceptualising the value of male practitioners in early childhood education and care: Gender balance or gender flexibility
This paper aims to open up the rationales that are used to argue for an increase in male participation in the early childhood education and care (ECEC) workforce. Two theoretical concepts are highlighted and compared: gender balance and gender flexibility. An ethnographic study was conducted in one unusual nursery that has five male workers, using focus groups, one-to-one interviews and observations with male and female practitioners, managers an…
Gender, teaching and care: A comparative global conversation
Our purpose in planning and editing this special issue was to draw together discussions about the intersection of care and teaching practices within educational contexts and to recognise how gender
Swapping Stories: Comparing Plots: Triangulating Individual Narratives within Families
Issues relating to the trustworthiness of research narratives are particularly relevant for those family researchers who attempt to interpret, legitimate and represent comparative accounts of family life collected from different family members within the same family unit. We discuss these issues with reference to research we have carried out with 57 family groups. In confronting the analysis that emerges from a process of comparison and combining…
The Importance of Gender as an Aspect of Identity at Key Transition Points in Compulsory Education
This article focuses upon the role of gender as a significant aspect of self‐concept, one that acquires particular salience at times of transition in a person's life. We suggest that transitional phases intensify the sociocultural processes of identity construction, and that gender acquires particular salience as an aspect of identity at these times of transition. Both authors have undertaken studies that focused on gender as an aspect of identit…
The salience of gender during the transition to higher education: Male students' accounts of performed and authentic identities
This article looks at the transition to higher education made by a group of male undergraduates. The data were collected though one‐to‐one interviews with 24 students, who were asked questions designed to elicit data about their positioning in relation to hegemonic masculinities. The evidence presented here supports the view that gender operates as a salient and accessible means of identifying an in‐group of peers and that ‘laddish’ practices are…
Helping with Homework? Homework as a Site of Tension for Parents and Teenagers
The setting of homework is strongly encouraged by the Department for Education and Employment on the assumption that support from parents, once gained, is unproblematic and useful. However, a number of researchers have observed the possibility of a negative impact of homework on families. This article presents interview data from families with teenagers, in which homework was described as a significant site of parent‐teenager tensions. For many p…
The Attainment of Self-Consistency Through Gender in Young Children
Gender flexible pedagogy in early childhood education
Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver ‘gender flexible pedagogy’, a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discuss…
Social and emotional aspects of learning: Complementing, compensating and countering parental practices
This article draws on a study which investigated the interpretation and use of Social and Emotional Aspects of Learning ( SEAL ) in primary schools in the UK (the authors gratefully acknowledge Studentship funding from the Economic and Social Research Council for this study). The paper focuses on school staff members' perceptions about the intentions and purposes of the scheme. The testimonies of head teachers, management staff, teachers, teachin…
Wanting to be ‘known’: Redefining self‐awareness through an understanding of self‐narration processes in educational transitions
The aim of this article is to initiate discussion about the pursuit of self‐awareness—a concept embedded in recent policy—as an educational goal. The authors argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of ‘self‐awareness’, a term that may be linked to outdated theories, imply…
Men changing nappies: Dismantling a key barrier to gender-diversifying the early years workforce
Currently the number of men working in early years education in England is very low at 2%. This stubbornly resistant workforce pattern matters because it perpetuates the entrenched gender stereotype of young children’s education and care as women’s work. It is extraordinary to find this corner of gender statis in a world that is supposedly in the grip of a gender revolution. This gender revolution does not appear to have impacted on, or even dent…
Men-only support spaces in early years education: A step towards a gender diverse or a gender divided workforce
Currently, 3% of the early year's education workforce is male, a figure that has remained stubbornly resistant to change over the last four decades. Research has shown that support is key to increasing the number of male employees in this sector. In recent years, there has been an increase in the demand for male-only support activities, such as men-only training courses, or support groups. Whilst these methods are popular in order to establish ge…
Gendered aspects of Leisure-time teachers’ care – social and physical dimensions
This article aims to gain knowledge on how gender and profession are accounted for and expressed in leisure-time teachers’ (LtTs) work in Sweden, with a specific focus on the caring aspects of the profession. Our results show that LtTs take up various positions in navigating between aspects connected to managerialism and external auditing as well as trust and internal valuation. We argue that the need exists for an expanded understanding of care …
The status of care: Linking Gender and 'Educare
The connections between debates about male absence in primary and preschool teaching, and wider debates about the status of the caring professions are explored here. It is suggested that neo-liberal concepts of educational purposes are deeply entwined with hegemonic masculinity, resulting in the current patterns of male employment that we see as a global phenomenon in educational work with young children. The argument draws on three sources: a bo…
Inclusive masculinity: The changing nature of masculinities
Inclusive masculinity: the changing nature of masculinities, by E. Anderson, London, Routledge, 2009, 190 pp, £26.59, ISBN 978-0-415-89390-9 (pbk) This book marks an interesting and optimistic turn
Validity in Image‐based Research: An elaborated illustration of the issues
This article is concerned with the trustworthiness of products of research which are derived from image‐based data. Fundamentally it asks whether validity represents an appropriate measure of the quality of research which uses such data. Two examples of image‐based research are taken from recent work undertaken by the authors. A comparison of these examples provides a well‐grounded illustration of the issues confronted by the researchers in their…
Validity in Image‐based Research: An elaborated illustration of the issues
This article is concerned with the trustworthiness of products of research which are derived from image‐based data. Fundamentally it asks whether validity represents an appropriate measure of the quality of research which uses such data. Two examples of image‐based research are taken from recent work undertaken by the authors. A comparison of these examples provides a well‐grounded illustration of the issues confronted by the researchers in their…
The Attainment of Self-Consistency Through Gender in Young Children
The Importance of Gender as an Aspect of Identity at Key Transition Points in Compulsory Education
This article focuses upon the role of gender as a significant aspect of self‐concept, one that acquires particular salience at times of transition in a person's life. We suggest that transitional phases intensify the sociocultural processes of identity construction, and that gender acquires particular salience as an aspect of identity at these times of transition. Both authors have undertaken studies that focused on gender as an aspect of identit…
Helping with Homework? Homework as a Site of Tension for Parents and Teenagers
The setting of homework is strongly encouraged by the Department for Education and Employment on the assumption that support from parents, once gained, is unproblematic and useful. However, a number of researchers have observed the possibility of a negative impact of homework on families. This article presents interview data from families with teenagers, in which homework was described as a significant site of parent‐teenager tensions. For many p…
Intimate Talk between Parents and their Teenage Children: Democratic Openness or Covert Control
In so far as modern families subscribe to an ideal of democracy, then adolescence is a time in which the democratic ideal in the family becomes an object of explicit focus as parents and teenagers strive towards a renegotiation of their relative positions. Teenagers need to develop their adult identities and a sense of agency, while at the same time, parents who have invested both personally and financially in their children must reconsider this …
Heavy‐metal Humpty Dumpty: Dissonant masculinities within the context of the nursery
To operationalize a feminist poststructuralist approach necessitates research of a close‐up nature in order to track shifting subject positions through a range of social contexts and to explore the interpersonal and intrapersonal power relations that operate within them. Adopting this theoretical perspective, together with Connell’s concept of hegemonic masculinity, this paper explores the practices and beliefs of one male nursery teacher, Ian, a…
Joined‐Up Services for Young Children and Their Families: Papering Over the Cracks or Re‐Constructing the Foundations
The idea that services can be provided for young children within their families in a seamless way that serves the interests of children and families simultaneously is problematic. A theoretical flaw underpinning the ideal of integrated services is that families are assumed to be homogenous units. This article explores competing goals for children and families by examining data from the evaluation of three Early Excellence Centres in the north of …
Swapping Stories: Comparing Plots: Triangulating Individual Narratives within Families
Issues relating to the trustworthiness of research narratives are particularly relevant for those family researchers who attempt to interpret, legitimate and represent comparative accounts of family life collected from different family members within the same family unit. We discuss these issues with reference to research we have carried out with 57 family groups. In confronting the analysis that emerges from a process of comparison and combining…
The salience of gender during the transition to higher education: Male students' accounts of performed and authentic identities
This article looks at the transition to higher education made by a group of male undergraduates. The data were collected though one‐to‐one interviews with 24 students, who were asked questions designed to elicit data about their positioning in relation to hegemonic masculinities. The evidence presented here supports the view that gender operates as a salient and accessible means of identifying an in‐group of peers and that ‘laddish’ practices are…
Wanting to be ‘known’: Redefining self‐awareness through an understanding of self‐narration processes in educational transitions
The aim of this article is to initiate discussion about the pursuit of self‐awareness—a concept embedded in recent policy—as an educational goal. The authors argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of ‘self‐awareness’, a term that may be linked to outdated theories, imply…
Ethical Mindfulness and Reflexivity: Managing a Research Relationship With Children and Young People in a 14-Year Qualitative Longitudinal Research (QLR) Study
This article draws on the articulation of a value for reflexivity that has accumulated within qualitative methods debates in the past decade. It demonstrates how reflexivity is interwoven with the concept of ethical mindfulness. The argument has developed from a consideration of the ethical dilemmas that were a salient aspect of an ongoing research relationship with children and young people during an unusually long longitudinal study, undertaken…
Inclusive masculinity: The changing nature of masculinities
Inclusive masculinity: the changing nature of masculinities, by E. Anderson, London, Routledge, 2009, 190 pp, £26.59, ISBN 978-0-415-89390-9 (pbk) This book marks an interesting and optimistic turn
Gender, teaching and care: A comparative global conversation
Our purpose in planning and editing this special issue was to draw together discussions about the intersection of care and teaching practices within educational contexts and to recognise how gender
Social and emotional aspects of learning: Complementing, compensating and countering parental practices
This article draws on a study which investigated the interpretation and use of Social and Emotional Aspects of Learning ( SEAL ) in primary schools in the UK (the authors gratefully acknowledge Studentship funding from the Economic and Social Research Council for this study). The paper focuses on school staff members' perceptions about the intentions and purposes of the scheme. The testimonies of head teachers, management staff, teachers, teachin…
The status of care: Linking Gender and 'Educare
The connections between debates about male absence in primary and preschool teaching, and wider debates about the status of the caring professions are explored here. It is suggested that neo-liberal concepts of educational purposes are deeply entwined with hegemonic masculinity, resulting in the current patterns of male employment that we see as a global phenomenon in educational work with young children. The argument draws on three sources: a bo…
Identity capital: An application from a longitudinal ethnographic study of self-construction during the years of school
This article contributes to ongoing discussion of the Bourdieusian concept of cultural capital and current attempts to elaborate this concept and its derivatives. The paper identifies ‘identity capital’, the capacity to create a narrative of social and self-awareness by constructing a flexible sense of self. This concept explains findings from a longitudinal ethnography with nine children and young people over a 13-year period from pre-school to …
Gendered aspects of Leisure-time teachers’ care – social and physical dimensions
This article aims to gain knowledge on how gender and profession are accounted for and expressed in leisure-time teachers’ (LtTs) work in Sweden, with a specific focus on the caring aspects of the profession. Our results show that LtTs take up various positions in navigating between aspects connected to managerialism and external auditing as well as trust and internal valuation. We argue that the need exists for an expanded understanding of care …
Conceptualising the value of male practitioners in early childhood education and care: Gender balance or gender flexibility
This paper aims to open up the rationales that are used to argue for an increase in male participation in the early childhood education and care (ECEC) workforce. Two theoretical concepts are highlighted and compared: gender balance and gender flexibility. An ethnographic study was conducted in one unusual nursery that has five male workers, using focus groups, one-to-one interviews and observations with male and female practitioners, managers an…
Gender flexible pedagogy in early childhood education
Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver ‘gender flexible pedagogy’, a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discuss…
Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce: Why They Leave and Why They Stay
How many men work in the English early years sector? Why is the low figure so ‘stubbornly resistant to change’
This study draws on data from the GenderEYE project, research conducted in England between 2018 and 2020, which aimed to examine the recruitment, support and retention of male teachers within early years education (EYE) with a view of developing a more gender diverse workforce in this sector. Data collection was by means of a survey, 9 case studies with early years settings and interviews with key stakeholders. In this study, we examine a key fin…
Men-only support spaces in early years education: A step towards a gender diverse or a gender divided workforce
Currently, 3% of the early year's education workforce is male, a figure that has remained stubbornly resistant to change over the last four decades. Research has shown that support is key to increasing the number of male employees in this sector. In recent years, there has been an increase in the demand for male-only support activities, such as men-only training courses, or support groups. Whilst these methods are popular in order to establish ge…
Men changing nappies: Dismantling a key barrier to gender-diversifying the early years workforce
Currently the number of men working in early years education in England is very low at 2%. This stubbornly resistant workforce pattern matters because it perpetuates the entrenched gender stereotype of young children’s education and care as women’s work. It is extraordinary to find this corner of gender statis in a world that is supposedly in the grip of a gender revolution. This gender revolution does not appear to have impacted on, or even dent…
Sociology (19 works) · Psychology (18 works) · Gender Roles and Identity Studies (14 works) · Political science (13 works) · Gender Studies (11 works) · Social Psychology (11 works) · Pedagogy (10 works) · Youth Education and Societal Dynamics (9 works) · Gender Diversity and Inequality (7 works) · Gender Studies (7 works)