This arts-informed narrative inquiry will delve into the experiences of male B.Ed. teacher candidates in Northern Ontario who did not complete their education degree. Their intersectional voices will, hopefully, fuel dialogue around issues of power dynamics and intersectional identity (race, class, gender, sexual orientation, geographical location, and language and culture) applicable to education, men's studies, social justice, arts-informed and arts- based educational research, and affiliated disciplines. This paper begins with a brief review of the literature on male primary teachers, then research methodology, next a look at theory, followed by a composite narrative in the voice of a former teacher candidate, and culminates in the researchers' impressions and questions.
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