Chapter 1 should be required reading for everyone ... I would argue that any English-speaking teacher, teacher educator, student teacher, school leader or parent ought to read this.

Gender and Education

This is a book for everyone with an interest in education. It will have obvious appeal to males entering and established in the teaching profession who may, as I did, identify with many of the perspectives presented. I hope it will find a wider audience than just those interested in gender, however, as female teachers, school policy-makers, parents of boys and girls, and academics in the field of teacher education will find much that will help them make sense of the gendered practices they carry themselves and that they encounter in their experiences in education.

Journal of Education for Teaching

Men Teaching Children 3-11 is a text with an in-depth review of the topic of men who teach elementary aged children ... This book is perfect for a reader who has a passion for gender equity issues or others who want additional research on the topic.

Education Review / Reseñas Educativas

Examining the working lives of men teaching young children, the authors offer a unique spin on gender studies in education. There is great use of data and grounded feminist and post-structural theory. The historical and contemporary vantage points offer multilayered understandings of the topic. In addition to research, historiography and social critique, the book offers pedagogical techniques to disrupt the patriarchal assumptions embedded in school buildings that all too often resemble Victorian households.

Ronnie Casella, Associate Dean of the School of Education, State University of New York College at Cortland, USA

An ambitious and scholarly volume that is incredibly successful in combining theory and the voices of teachers - both men and women - to convey the depth of the gender contradictions in the primary teaching profession. This is likely to be the definitive work on the topic for many years to come.

Ian Menter, President of the British Educational Research Association, and Professor of Teacher Education, University of Oxford, UK

Burn and Pratt-Adams argue that men teaching in the early years of schooling have been consistently undervalued and positioned as deviant by the wider society. The implications of this for the identity of the Early Years practitioner is significant. By interrogating the views of a group of male Early Years teachers and the associated gender scripts that are attached to them, this book makes a major contribution to the literature in this field and should be read by all those working with young children.

Rosalyn George, Professor of Educational Studies, Goldsmiths, University of London, UK