Stories of Men and Teaching

Davis, Ian

doi:10.1007/978-981-287-218-0

Cited by 2 publications

(2 citation statements)

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“…To align themselves with identities of hegemonic masculinity, male students are pressured to assume "performance practices" (Dalley-Trim, 2006, p.26). They, too, are pressured to construct themselves as specific subjects, and in doing so, become gendered actors in the classroom (Davis, 2015). By acting the parts defined for them and playing tough, refusing to affirm authority, shouting out and interrupting (Dalley-Trim, 2006), male students are protecting themselves from having to "correct" their identities.…”

Section: The Two Selvesmentioning

confidence: 99%

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Turn the Page, Hear Her Shout: Dissident Voices in the Journals of Female Secondary School Students and the Silence of their Male Counterparts

Lallouz

2015

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This research investigates how a minority of female secondary school students in a Writing 12 class resisted internalization of gender stories by rewriting and subverting those same stories through the process of journaling. Journal material collected from five female students was analyzed using qualitative narrative analysis of quotes that demonstrate rewritten gender stories. The research examines how female students positioned the self as the storyteller, and by doing so, adopted an active role in reconstructing their narrative identities to include traits of strength and resilience. Journal material collected from three male students-the only consenting male students-revealed an absence of these students directly addressing the concept of gender through writing. The research suggests that for these male students, simply engaging in the project of journaling was a form of resistance against gender stories idealizing an noncompliant, less emotionally active male student and writer.

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Section: The Two Selvesmentioning

confidence: 99%

“…For the male students, the very act of journaling was resistance to performing a hyper-masculine identity in the classroom Davis (2015). By engaging in the journaling project, male students were actively adopting what they may have perceived to be a more feminine and less powerful position in school (Henderson, 2008).…”

Section: The Two Selvesmentioning

confidence: 99%