Paper Short Abstract:

This paper explores anti-feminist narratives surrounding the “feminization” of primary education. Based on ethnographic and policy research in Germany and Czechia, the study identifies three re-masculinization strategies—blaming a “female climate” for boys’ failure, lamenting absent father figures, and invoking “gender diversity” to reinforce male dominance. These findings reveal how such strategies devalue femininity in education and reflect broader anti-feminist political trends.

Paper Abstract:

The “feminization” of primary education is often portrayed as a cause for concern in global educational debates, frequently tied to boys’ declining school performance and the perceived absence of male role models. While this narrative is prominent in the European context, its underlying assumptions and anti-feminist rhetoric represent a travelling discourse, reflected in education systems worldwide. This paper critically examines the feminization of education through two case studies—Germany and Czechia—using data from ethnographic research, policy document analysis, media outputs, systematic literature reviews, and quantitative data.

The findings reveal three re-masculinization strategies that aim to devalue femininity and reinforce traditional gender hierarchies within the teaching profession: (1) attributing boys’ underachievement to a “female climate” in schools, (2) lamenting the absence of male “father figures” as role models, and (3) advocating for “gender diversity” as a pretext to prioritize male teachers and masculine norms. These strategies, while contextually specific, are not unique to Europe; they form part of broader global patterns of anti-feminist backlash against women’s increasing visibility and influence in education.

By exposing how these discourses function to delegitimize women’s work and uphold gendered power structures, this study contributes to feminist critiques of education. It invites a rethinking of the gendered dynamics shaping teaching as a profession, challenging the assumptions embedded in contemporary educational debates.