Issues of Power, Masculinity, and Gender Justice: Sally's Story of Teaching Boys

Autor/in	Keddie, Amanda
Titel	Issues of Power, Masculinity, and Gender Justice: Sally's Story of Teaching Boys
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 28 (2007) 1, S.21-35 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
Schlagwörter	Catholic Schools; Foreign Countries; Males; Masculinity; Power Structure; Gender Issues; Equal Education; Educational Change; Social Justice; Females; Teacher Role; Sexual Harassment; Teacher Student Relationship; Secondary School Teachers; Urban Schools; Secondary School Students; Boarding Schools; Student Behavior; English Teachers; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Katholische Schule; Ausland; Male; Männliches Geschlecht; Männlichkeit; Geschlechterfrage; Bildungsreform; Soziale Gerechtigkeit; Weibliches Geschlecht; Lehrerrolle; Sexuelle Belästigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschüler; Boarding school; Internat; Student behaviour; Schülerverhalten; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Australien; Großbritannien
Abstract	Despite calls for a more nuanced approach to issues of gender and equity that recognizes how broader relations of gender and power continue to produce injustices for many females, essentialized accounts expressing concern about boys' poor educational performance remain the most common refrain in dominant equity discourses across Western contexts. This common refrain characteristic of current large scale gender reforms, such as Australia's parliamentary inquiry into the education of boys, "Boys: Getting it right", is driven by a standards rather than social justice focus and thus creates silences around issues of gender injustice, power, and constructions of hegemonic masculinity. In this paper, I present "Sally's" story as a disruption of these silences. Sally is a young English teacher at "Penfolds College", an all boys Catholic school in a large urban centre in Queensland (Australia). Her story, in illustrating how particular boys draw on broader discourses of masculinity to sexually harass and intimidate her, highlights the inadequacies of dominant public and policy discourse in terms of its failure to locate boys' educational issues within broader contexts of inequitable gender relations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10