Some Dilemmas Related to the Feminisation of the Teaching Profession

V magistrskem delu obravnavamo pojav feminizacije učiteljskega poklica, pri čemer se osredotočamo na štiri krovna tematska področja, ki hkrati služijo tudi kot cilji. Razpravo pričenjamo z zgodovinskim opisom vstopa žensk na delovno mesto učiteljice z namenom, da prikažemo preteklost feminizacije in s tem razblinimo prepričanje, ki zavzema stališče, da gre za nov akuten fenomen. V drugem delu naloge naslovimo problematiko z vidika stereotipov in ideologije, kjer pokažemo, da ideologija domačnosti zveže učiteljski poklic z vlogo »pseudo-žene« oz. »druge-mame«, kar posledično vpliva na razumevanje poučevanja kot izključno ženske dejavnosti, za katero sta prvenstveno potrebni sposobnost nege in posvetitve drugemu. Slednje negativno vpliva na novačenje moškega kadra, kar pokažemo v naslednjem koraku, in to skupaj z zahtevo po krepitvi hegemonistične moškosti, ki naj bi preko utrjevanja tradicionalno moških osebnih značilnosti napravila šolo bolj »fantom prijazno«, s čimer naj bi učinke feminizacije lahko zamejili. Pri tem analiziramo pobudo po »pravih moških vzornikih« in reflektiramo, v kolikšni meri bi bil tak poseg smiseln, oziroma nasprotno, kako se s tem le reproducirajo družbena razmerja. Na osnovi vzorništva in dejavnika posameznikovega spola naposled prikažemo še kratkost predlaganih rešitev za uravnovešenje učne uspešnosti učencev in učenk ter se odzovemo na predloge, ki zadevajo ali izvirajo iz upoštevanja logike pričakovanj, stereotipiziranih predstav in biološkega determinizma.The master\u27s thesis discusses the phenomenon of the feminisation of teaching profession, focusing on four main thematic areas that concurrently function as goals. We begin the discussion with a historical description of women\u27s entry into the teaching profession in order to portray feminisation\u27s origin and therefore dispel the belief that construes feminisation as a new acute phenomenon. In the second part of the thesis we address the issue from the point of view of stereotypes and ideology, where we establish that domestic ideology binds the teaching profession with the role of a "pseudo-wife" or "second-mother", which inevitably affects the perception of teaching and renders it as an exclusively female labour, for which the ability to care and dedication are of paramount importance. The latter has a negative effect on the recruitment of men, which we present in the next step, together with the demand of solidifying hegemonic masculinity, which allegedly alleviates the impact of feminisation by consolidating traditionally male characteristics and thus facilitating a more "boy-friendly" school. In doing so, we analyse the initiative for "true male role models" and reflect to what extent such an intervention would be prudent, or conversely, how it would merely culminate in reproducing social relations. Based on role models and the factor of gender we demonstrate the inadequacy of proposed solutions for balancing the academic achievement of boys and girls, responding to suggestions that concern or originate from the logic of expectations, stereotypical perceptions and biological determinism