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dc.contributor.authorKeddie, Amandaen_US
dc.contributor.authorMills, Martinen_US
dc.date.accessioned2017-04-24T13:08:40Z
dc.date.available2017-04-24T13:08:40Z
dc.date.issued2009en_US
dc.date.modified2010-09-27T06:53:50Z
dc.identifier.issn02671522en_US
dc.identifier.doi10.1080/02671520801945834en_AU
dc.identifier.urihttp://hdl.handle.net/10072/34244
dc.description.abstractThis 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom29en_US
dc.relation.ispartofpageto43en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalResearch Papers in Educationen_US
dc.relation.ispartofvolume24en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchGender, Sexuality and Educationen_US
dc.subject.fieldofresearchcode130308en_US
dc.titleDisrupting masculinised spaces: teachers working for gender justiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2009
gro.hasfulltextNo Full Text


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