Complete with case studies of classrooms, school districts, and government programs, the essays collected here provide a look into education's role in the development of masculinities, paying special attention to the ways in which these masculinities intersect with race, class, and sexuality to complicate the experience of boys within and outside of a classroom setting. The role of male teachers, strategies for aiding marginalized boys in the classroom, and the possibilities for gender reform in schools are some areas discussed, and the need to move beyond the backlash against progressive and feminist gains in education is stressed. Some specific subjects explored are troubles of black boys in urban schools in the US, masculine traditions in a post-industrial economy, and tomboys and "female masculinity." Martino is professor of education at The University of Western Ontario, Canada. Has written books in the field of gender equity, masculinities, and anti-oppressive education. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
| List of Contributors |
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vii | |
| Preface |
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xii | |
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1 Issues of Boys' Education in the United States: Diffuse Contexts and Futures |
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MARCUS B. WEAVER-HIGHTOWER |
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2 Gender Policies in Australia and the United Kingdom: The Construction of "New" Boys and Girls |
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MARTIN MILLS, BECKY FRANCIS, AND CHRISTINE SKELTON |
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3 What Can We Expect?: A Strategy to Help Schools Hoping for Virtue |
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56 | |
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MICHAEL C. REICHERT, PETER KURILOFF, AND BRETT STOUDT |
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4 Why Does She Need Me?: Young Men, Gender, and Personal Practice |
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82 | |
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5 Masculinity, Racialization, and Schooling: The Making of Marginalized Men |
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102 | |
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6 Troubles of Black Boys in Urban Schools in the United States: Black Feminist and Gay Men's Perspectives |
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124 | |
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7 The Beer and the Boyz: Masculine Traditions in a Post-Industrial Economy |
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149 | |
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8 Hostile High School Hallways |
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169 | |
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9 Boys, Friendships, and Knowing "It Wouldn't Be Unreasonable to Assume I Am Gay" |
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198 | |
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| 10 Tomboys and "Female Masculinity": (Dis)Embodying Hegemonic Masculinity, Queering Gender Identities and Relations |
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224 | |
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| 11 What Can He Want?: Male Teachers, Young Children, and Teaching Desire |
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242 | |
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| 12 Beyond Male Role Models: Interrogating the Role of Male Teachers in Boys' Education |
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262 | |
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| Index |
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281 | |
Wayne Martino is Professor of Education in the Faculty of Education at The University of Western Ontario, Canada. His research interests are in the field of gender equity, masculinities and anti-oppressive education. His books include: What about the boys? (with Bob Meyenn), Boys' Stuff: Boys talking about what matters (with Pallotta-Chiarolli, Allen & Unwin), So whats a boy? Addressing issues of masculinity and schooling (with Maria Pallotta-Chiarolli, Open University Press), Being normal is the only way to be: Boys' and girls perspectives on gender and school (with Maria Pallotta-Chiarolli) and Gendered Outcasts and Sexual Outlaws: Sexual oppression and gender hierarchies in queer men's lives (with Christopher Kendall). He is currently working on a SSHRC (Social Science Humanities Research Council of Canada) funded project with Goli Rezai-Rashti entitled, The influence of male teachers in elementary schools.
Michael Kehler is an Associate Professor currently teaching in the preservice and graduate education program at the University of Western Ontario. His research interests include the counter-hegemonic practices of high school young men, literacies, masculinities and the ongoing negotiations involved for young men resisting heteronormativity. His research has been published in a range of journals including Journal of Curriculum Theorizing, McGill Journal of Education, Educational Review, Taboo, Education and Society, and The International Journal of Inclusive Education. He has contributed chapters in two upcoming books, Masculinities and Schooling: International Practices and Perspectives and Boys, Girls and the Myths of Literacies and Learning.
Marcus B. Weaver-Hightower is an Assistant Professor of Educational Foundations and Research at the University of North Dakota (USA), where he teaches graduate courses in gender and education, action research, the sociology of education, and ethnographic research. He is a former Fulbright scholar to Australia, where he conducted a year-long study of the development and implementation of the first federal-level policy on the education of boys. Previously, he taught high school English and coached girls soccer in Goose Creek, South Carolina, USA. His research interests include the politics of boys education concerns, masculinity studies, literacy, qualitative and action research, and cultural studies.
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