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ALTERNATIVE MASCULINITY: FENOMENA, POTENSI, DAN STRATEGI PEMBELAJARAN GURU LAKI-LAKI DALAM PENDIDIKAN ANAK USIA DINI
The profession of Early Childhood Education (PAUD) teachers remains dominated by women, while men are marginalized due to gender stereotypes that associate caregiving roles exclusively with women. This condition reflects the strong influence of hegemonic masculinity, which positions men as authoritative figures and distances them from child-rearing practices. This research offers a new model of identity known as alternative masculinity a form of masculinity that is more empathetic, relational, and open to child nurturing. Based on this background, this study formulates three main research problems: (1) the stigma and factors influencing the interest in the PAUD teaching profession amid social and educational dynamics; (2) how male teachers can redefine and negotiate alternative masculinity in early childhood education; and (3) the learning strategies of male PAUD teachers that align with the perspective of alternative masculinity. The research employs a qualitative approach in the form of empirical field research. Data were collected from both primary sources—interviews, observations, and Focus Group Discussions (FGDs) and secondary sources, such as books and journal articles. The study involved nine male PAUD teachers through in-depth interviews and observed Focus Group Discussion (FGD) activities attended by 162 male teachers from various regions of Indonesia to obtain a broader and more representative picture of the dynamics of roles, learning strategies, and the negotiation of masculinity that they perform. The results of the research show the following findings. First, male PAUD teachers experience stigma arising from: (1) social influences such as parents’ concerns; (2) insufficient teacher salaries; and (3) cultural perceptions that regard men in this role as deviant or unpatriarchal. However, these male teachers are able to maintain their profession due to several motivational factors, including: (1) love for the world of children; (2) awareness of the importance of early childhood education; (3) family support; and (4) social environments. Second, they redefine traditional male roles into alternative masculinity by demonstrating that masculinity can adapt to the diverse contexts of child education. They negotiate gender roles by combining values of care, empathy, nurturing, and assertiveness in educating children. Third, their learning strategies are implemented through caring masculinity, inclusive masculinity, and hybrid masculinity, which not only enrich pedagogical approaches but also create spaces for social transformation toward more equitable, inclusive, and child-responsive early childhood education.
PASCASARJANA, UIN SUNAN KALIJAGA YOGYAKARTA
ALTERNATIVE MASCULINITY: FENOMENA, POTENSI, DAN STRATEGI PEMBELAJARAN GURU LAKI-LAKI DALAM PENDIDIKAN ANAK USIA DINI (Text)
ALTERNATIVE MASCULINITY: FENOMENA, POTENSI, DAN STRATEGI PEMBELAJARAN GURU LAKI-LAKI DALAM PENDIDIKAN ANAK USIA DINI (Other)
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