This collection brings together the best researchers in boys' education from around the world and... more This collection brings together the best researchers in boys' education from around the world and from different disciplines to explore boys in their complexity and diversity.
In this paper we address the issues intersecting masculinities, secondary school education, Healt... more In this paper we address the issues intersecting masculinities, secondary school education, Health and Physical Education curriculum and adolescent male body image. Largely intended for teachers, this publication provides both the theoretical and practical aspects of responding to and addressing adolescent body image issues for secondary school students.
Drawing on qualitative data of secondary school students, we examine how gender is implicated in ... more Drawing on qualitative data of secondary school students, we examine how gender is implicated in a specific provincial literacy directive to employ comics and superhero fiction to engage boys. Grounded in a multiliteracies and masculinities framework, we interrogate the intersection of gender and literacy practices in a secondary school English classroom. The research in this article offers a counternarrative to a prevailing discourse grounded in essentialist notions of all boys as struggling readers and instead illustrates the rich potential between students’ lifeworld connections and comics as engaging and critical literacy texts beyond the “boy book” approach adopted in many literacy classrooms. We further argue that a sharper focus on critical literacy pedagogy, which incorporates comics and superhero fiction, reveals an invisibilityof gender differences among adolescent reading practices rather than the visibility that has prompted and maintained gendered reform strategies to “help the boys” increase achievement levels in literacy classroom.
University Microfilms order no. 9971943. Thesis (Ph. D.)--Michigan State University, 2000. Includ... more University Microfilms order no. 9971943. Thesis (Ph. D.)--Michigan State University, 2000. Includes bibliographical references.
Disturbed by a proliferation of quick-fix literacy strategies to "help the boys" increase achieve... more Disturbed by a proliferation of quick-fix literacy strategies to "help the boys" increase achievement levels in the midst of a policy shift that acknowledges gay, lesbian, bi and transgender, questioning (GLBTQ) youth, the author examines how masculinities are connected to literacy practices and negotiated through a safe school policy. He argues that specific literacy strategies recommended in recent support documents for teachers are limiting and restrictive because of a narrow view connecting gender and masculinity to literacy practices that reinscribe heteronormative masculinity in schools. He further argues that strategies to increase literacy achievement levels among boys run contrary to a more embracing school board policy aimed at acknowledging diverse multiple youth identities.
International Journal of Inclusive Education, 2005
... Epstein, D., Elwood, J., Hey, V. and Maw, J. 1998. “School boy fictions: feminism and 'f... more ... Epstein, D., Elwood, J., Hey, V. and Maw, J. 1998. “School boy fictions: feminism and 'failing' boys”. In Failing boys?: issues in gender and achievement , Edited by: Epstein, D., Elwood, J., Hey, V. and Maw, J. 1–18. Buckingham: Open University Press. ...
In drawing on selected interviews with adolescent boys from both Australia and North America, we ... more In drawing on selected interviews with adolescent boys from both Australia and North America, we present an analysis of boys' own capacities for interrogating gender normalisation in their school lives. We set this analysis against a critique of the public media debates about boys' education, which continue to be fuelled by a moral panic about the status of boys as the new disadvantaged. Our aim is to raise questions about boys' existing capacities for problematizing social relations of masculinity and how these might be mobilized in schools to support a counterhegemonic practice committed to interrogating gender oppression.
... (see Cameron, 1997; Frank, 1996, Haywood, 1996; Lyman; 1987; Martino, 2000; Nilan, 2000) Thro... more ... (see Cameron, 1997; Frank, 1996, Haywood, 1996; Lyman; 1987; Martino, 2000; Nilan, 2000) Through daily Page 8. 8 ... conversations and surroundings of these four young men? Thurston points out that images of masculinity extend beyond the school. They are pervasive and ...
This collection brings together the best researchers in boys' education from around the world and... more This collection brings together the best researchers in boys' education from around the world and from different disciplines to explore boys in their complexity and diversity.
In this paper we address the issues intersecting masculinities, secondary school education, Healt... more In this paper we address the issues intersecting masculinities, secondary school education, Health and Physical Education curriculum and adolescent male body image. Largely intended for teachers, this publication provides both the theoretical and practical aspects of responding to and addressing adolescent body image issues for secondary school students.
Drawing on qualitative data of secondary school students, we examine how gender is implicated in ... more Drawing on qualitative data of secondary school students, we examine how gender is implicated in a specific provincial literacy directive to employ comics and superhero fiction to engage boys. Grounded in a multiliteracies and masculinities framework, we interrogate the intersection of gender and literacy practices in a secondary school English classroom. The research in this article offers a counternarrative to a prevailing discourse grounded in essentialist notions of all boys as struggling readers and instead illustrates the rich potential between students’ lifeworld connections and comics as engaging and critical literacy texts beyond the “boy book” approach adopted in many literacy classrooms. We further argue that a sharper focus on critical literacy pedagogy, which incorporates comics and superhero fiction, reveals an invisibilityof gender differences among adolescent reading practices rather than the visibility that has prompted and maintained gendered reform strategies to “help the boys” increase achievement levels in literacy classroom.
University Microfilms order no. 9971943. Thesis (Ph. D.)--Michigan State University, 2000. Includ... more University Microfilms order no. 9971943. Thesis (Ph. D.)--Michigan State University, 2000. Includes bibliographical references.
Disturbed by a proliferation of quick-fix literacy strategies to "help the boys" increase achieve... more Disturbed by a proliferation of quick-fix literacy strategies to "help the boys" increase achievement levels in the midst of a policy shift that acknowledges gay, lesbian, bi and transgender, questioning (GLBTQ) youth, the author examines how masculinities are connected to literacy practices and negotiated through a safe school policy. He argues that specific literacy strategies recommended in recent support documents for teachers are limiting and restrictive because of a narrow view connecting gender and masculinity to literacy practices that reinscribe heteronormative masculinity in schools. He further argues that strategies to increase literacy achievement levels among boys run contrary to a more embracing school board policy aimed at acknowledging diverse multiple youth identities.
International Journal of Inclusive Education, 2005
... Epstein, D., Elwood, J., Hey, V. and Maw, J. 1998. “School boy fictions: feminism and 'f... more ... Epstein, D., Elwood, J., Hey, V. and Maw, J. 1998. “School boy fictions: feminism and 'failing' boys”. In Failing boys?: issues in gender and achievement , Edited by: Epstein, D., Elwood, J., Hey, V. and Maw, J. 1–18. Buckingham: Open University Press. ...
In drawing on selected interviews with adolescent boys from both Australia and North America, we ... more In drawing on selected interviews with adolescent boys from both Australia and North America, we present an analysis of boys' own capacities for interrogating gender normalisation in their school lives. We set this analysis against a critique of the public media debates about boys' education, which continue to be fuelled by a moral panic about the status of boys as the new disadvantaged. Our aim is to raise questions about boys' existing capacities for problematizing social relations of masculinity and how these might be mobilized in schools to support a counterhegemonic practice committed to interrogating gender oppression.
... (see Cameron, 1997; Frank, 1996, Haywood, 1996; Lyman; 1987; Martino, 2000; Nilan, 2000) Thro... more ... (see Cameron, 1997; Frank, 1996, Haywood, 1996; Lyman; 1987; Martino, 2000; Nilan, 2000) Through daily Page 8. 8 ... conversations and surroundings of these four young men? Thurston points out that images of masculinity extend beyond the school. They are pervasive and ...
In this paper, we interrogate the call for more male role models within the context of boys' educ... more In this paper, we interrogate the call for more male role models within the context of boys' education debates in Australia and North America. We explicate links between failing masculinities and this call for more male teachers, arguing that the debate is driven by a "recuperative masculinity politics" committed to addressing the perceived feminization of schooling and its detrimental effect on boys' education. LES ENSEIGNANTS DE SEXE MASCULIN ET LE « PROBLÈME DES GARÇONS » : UNE QUESTION DE POLITIQUE DE LA RÉCUPÉRATION DE LA MASCULINITÉ RÉSUMÉ.
This article takes up the growing concern regarding boys and schooling which is receiving interna... more This article takes up the growing concern regarding boys and schooling which is receiving international attention. Critical of the contemporary discourses of 'panic' that do not address the complexities and diversity of the lives of boys in schools, the authors draw on both the critical scholarship in masculinities, as well as their own experience. In addition to highlighting the heteronormative privilege which many boys have historically been granted, the article makes visible the counter-hegemonic masculine performances of a group of young men in school in order to offer alternative possibilities of masculine practice. Finally, the authors suggest that the debate about boys in schooling may benefit from a focus on the social gendered performances of boys rather than on the claim that girls are receiving too much attention or on educational deficiencies.
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