Fighting, Anger, Frustration and Tears: Matthew's Story of Hegemonic Masculinity

Autor/in	Keddie, Amanda
Titel	Fighting, Anger, Frustration and Tears: Matthew's Story of Hegemonic Masculinity
Quelle	In: Oxford Review of Education, 32 (2006) 4, S.521-534 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Educational Environment; State Schools; Masculinity; Foreign Countries; Grade 6; Classroom Environment; Classroom Techniques; Teacher Student Relationship; Peer Relationship; Student Experience; Gender Issues; Sex Stereotypes; Social Influences; Power Structure; Australia + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Staatliche Schule; Männlichkeit; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Klassenklima; Unterrichtsklima; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Studienerfahrung; Geschlechterfrage; Sozialer Einfluss; Australien
Abstract	This paper draws on Matthew's story to illustrate the conflicting discourses of being a boy and being a student. Matthew is 12 years old and in Grade Six, his final year at Banrock Primary (a K-6 Australian State School). School is far from a happy place for Matthew--his tearful accounts of his combative relationships with his peers and his teacher highlight his emotional distress. The paper's analytic focus draws attention to some of the ways Matthew's harmful storylines of hegemonic masculinity are made possible through, in particular, his teacher's gendered philosophies and her strategies of individualism and control. In this regard, Matthew's story provides insight into the potentially counterproductive realities of teacher practice in relation to addressing issues of masculinity within the school environment. Against this backdrop, the paper stresses the importance of teachers drawing on a sound research-based framework of gender knowledges that can illuminate how masculinities are constructed, regulated and, indeed, transformed through the power relations of everyday social practice, including teacher practice. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10