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  • Disrupting masculinised spaces: teachers working for gender justice

    Author(s)
    Keddie, Amanda
    Mills, Martin
    Griffith University Author(s)
    Keddie, Amanda
    Year published
    2009
    Metadata
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    Abstract
    This article rejects the notion that schools have become excessively feminised spaces that are failing to adequately provide for the educational needs of boys. This construction of schools as feminised has provided the impetus for the development of what have become known as 'boy-friendly' pedagogies. Unfortunately such pedagogies work with essentialist assumptions about masculinity and as such have the potential to reinscribe and valorise those forms of masculinity that are oppressive to others and, in some instances, result in self-harm. The authors thus contend that boy-friendly approaches to schooling often work against ...
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    This article rejects the notion that schools have become excessively feminised spaces that are failing to adequately provide for the educational needs of boys. This construction of schools as feminised has provided the impetus for the development of what have become known as 'boy-friendly' pedagogies. Unfortunately such pedagogies work with essentialist assumptions about masculinity and as such have the potential to reinscribe and valorise those forms of masculinity that are oppressive to others and, in some instances, result in self-harm. The authors thus contend that boy-friendly approaches to schooling often work against the interests of more gender-just practices in schools, and beyond. Drawing on one set of data from a broader study, they highlight the masculinised spaces operating in one all-boys' school. They suggest that a boy-friendly pedagogy here would be highly inappropriate in terms of promoting gender justice. They therefore foreground the philosophies and practices of one group of teachers who are concerned with implementing a transformational pedagogy in their classrooms and suggest that whilst, in this instance, such pedagogies are not without their problems, they offer insights into how such masculinised spaces can be disrupted.
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    Journal Title
    Research Papers in Education
    Volume
    24
    Issue
    1
    DOI
    https://doi.org/10.1080/02671520801945834
    Subject
    Gender, Sexuality and Education
    Education
    Publication URI
    http://hdl.handle.net/10072/34244
    Collection
    • Journal articles

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