| This research explores how two male early childhood teachers in cross-national settings (United States and Northern Ireland) conceptualize and practice caring in their chosen occupational speciality. An ethnographic case study method informed by critical theory and educational anthropology provides the methodological framework. Data collection for the study includes written narratives, participant observations, and interviews. Six narratives from the two participants are used as the primary form of data presentation, and they are analyzed using an adaptation of Riessman's narrative analysis (1993).;The participants' narratives address five main categories of data: (1) life experiences that shaped participants' perspectives on occupational choice and caring; (2) participants' conceptions of caring; (3) participants' practices of caring; (4) gender and sexuality issues surrounding caring; and (5) sociocultural variables that influence participants' conceptions and practices of caring in early childhood classrooms in Northern Ireland and in the United States.;Themes from the six narratives and from additional interview and observational data area used to provide further analysis that is reflective of criticalist and anthorpological perspectives. The fusing of gender and caring is examined using specific strands of work from Derrida and Foucault. Issues surrounding sexuality and caring are explored from a cultural perspective, using non-homophobic, Native American cultures as comparative points of reference.;The research concludes by drawing attention to attendant issues that can be addressed in teacher education. Possible strategies for their inclusion in teacher education are highlighted. |
