alongside our tamariki and gives tautoko to Te Tiriti o Waitangi by celebrating Māori tikanga and ways of being. So how do we bring more good men into our profession? The answer, very simply, is to invite them. Very few people who self-identify as male consider joining our profession as it is seemingly never offered as an option by any of the messages or role models offered by modern society. Luckily, we can do something about this! We all know friends and family who are complete naturals and would be ideal for what we do, and many males from our extended whānau are coming through our doors every day - fathers, uncles, grandfathers, big brothers, adopted ‘significant others’, visiting cousins, the list goes on. Simply inviting them to spend some time in our spaces, to come and play, to experience the magic and incredibly fulfilling nature of ECE can be enough to plant the seed for a career helping to create the future. What we do really matters, and this is a huge lure for many. A final note for all the employers out there – male teachers are good for business! The positive impact that a good man can have in the lives of young children is well documented in the news and popular media, but perhaps the most important way of spreading the good word about your service is word of mouth. Having passionate and popular male teachers is a real selling point for many families, who are looking for a well-rounded education with both masculine and feminine approaches celebrated. As an extra bonus, in this time of a nationwide teacher shortage creating male-friendly environments is Some handy definitions of terms that may arise in your kōrero on this subject (drawn from www.ourwatch.org.au ): Gender refers to the socially learnt roles, behaviours, activities and attributes that any given society considers appropriate for men and women. Gender defines masculinity and femininity. Gender equity is the process of being fair to women and men. Gender equity acknowledges that women and men have different access to resources, power, responsibilities and life experiences and different strategies are often necessary to address disadvantages and achieve equal outcomes for women and men, boys and girls. Gender equality is the outcome reached through gender equity. It is the equal valuing by the society of the similarities and differences between women and men, and the varying roles that they play. Gender roles are the functions and responsibilities expected to be fulfilled by women and men, girls and boys in a given society. Gendered norms consist of a set of dominant beliefs and rules of conduct, which are determined by a society or social group in relation to the types of roles, interests, behaviours and contributions expected from boys and girls, men and women. Sex refers to biological and physiological differences between females and males. Stereotype refers to a widely held but fixed and oversimplified image or idea of a particular type of person or thing. About EC-Menz EC-Menz is your nationwide organisation celebrating the many roles of good men in early childhood education. We recognize the fluid and non-binary nature of gender, and celebrate all educators in this exciting and dynamic profession. Join us for our 2022 National Summit hosted by the Pentagon ECC in Tamahere to meet others in the field, share your own story, and be inspired. For more please check out ecmenz.org or contact national vice-president Robin Christie at robin@childspace.nz a competitive advantage in attracting teachers of all genders! Kia kaha, e te kaupapa whānau! December 2021 { 25 }
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