David J. Mara

Date of Award


Degree Type


Degree Name

Master of Education




This autoethnography focuses on issues of masculinity, disability and

education. Drawing on the work of Connell (2005) who offers an important theorization of masculinities and on the work of Shakespeare (1999) who elaborates a critical sociological perspective on disability studies the study challenges some o f the common-sense assumptions about male teachers. Namely, men are needed to solve the problem of failing and disaffected boys. The author draws upon his own narratives as a teacher and as a disabled man living with a spinal cord injury to interrogate such assumptions, and to illustrate a more complex and nuanced lived experience. He interweaves personal narratives with theoretical perspectives to elaborate on themes of voice, invisibility, embodiment, masculinities and hegemony. An analysis o f the themes produces several implications for the author and reader.



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