Go Where You Belong

Male Teachers as Cultural Workers in the Lives of Children, Families, and Communities

  • Lemuel W. Watson
  • C. Sheldon Woods

Part of the Transgressions:Cultural Studies and Education book series (TRANS, volume 67)

Table of contents

  1. Front Matter
    Pages i-xviii
  2. Darrell C. Hucks
    Pages 11-19
  3. Scott A. Morrison
    Pages 33-38
  4. Patrick Lewis
    Pages 39-45
  5. Jeff Daitsman
    Pages 47-53
  6. Daniel Castner
    Pages 55-62
  7. Juan Sanchez
    Pages 63-66
  8. Francis Wardle
    Pages 67-71
  9. Robert Gundling
    Pages 73-78
  10. Terry Bussey
    Pages 79-82
  11. George Yamamoto
    Pages 91-101
  12. Brucex S. Sheppard
    Pages 103-106
  13. Robert M. Capuozzo
    Pages 107-112
  14. Back Matter
    Pages 113-123

About this book


The narratives in this book engage the reader and take him or her on a journey to understanding of what it means to be a male teacher who works in early childhood education or with young children. They passionately share of their challenges to be involved in children’s lives because they are called to do so; this work is part of their life purpose. Their narratives details interactions between the teacher and the day-to-day lives of students, parents, peers and supervisors while sharing what it takes to survive as a man in what is perceived, very often in our post-modern world as women’s work. In the bigger scheme of things, the men teachers serve as cultural workers with their female peers to educate not only our children but our community and eventually ourselves about gender roles in our society and the need to have more role models during the first years of schooling. A fascinating book and a must read for parents, teachers, administrators, and other human service professionals who want to learn more about how to engage men in the lives of children.

Editors and affiliations

  • Lemuel W. Watson
    • 1
  • C. Sheldon Woods
    • 2
  1. 1.Northern Illinois UniversityDeKalbUSA
  2. 2.Northern Illinois UniversityDeKalbUSA

Bibliographic information