To teach boys and girls: a pro‐feminist perspective on the boys' debate in Iceland

Jóhannesson, Ingólfur Ásgeir

doi:10.1080/0013191032000152255

Cited by 24 publications

(10 citation statements)

References 9 publications

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“…There is an argument that boys are not in particular need of male role models; rather that models from both genders are important (see Johannesson, 2004), and that it is vital for boys to value their feminine side in order to resist the tyranny of masculine antisocial patterning (Deleuze & Guattari, 1984;Hay, 2000;Reay 2002). But my data showed little evidence of this.…”

Section: The 'Older Brother' Figurementioning

confidence: 83%

No more heroes any more: the ‘older brother’ as role model

Walker

2007

Cambridge Journal of Education

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This paper focuses on a commonly-reported horizontal division between what boys feel to be the circumstances surrounding the lives of older generations and those surrounding their own. This aspect of individualization is explored, seeking to discover the discourses today's boys look to for routes to travel in their search for an independent, adult identity. The paper argues that, despite the increasingly fluid nature of the multiple masculinities that each boy, individually, works to create, some of their experiences are surprisingly common regardless of location or socio-economic background. Following 111 boys aged 11-21 as they attempt to make sense of the messages they hear from home, school, the law and peer culture, I suggest that there has been an apparent narrowing of time and space around boys who see the life experience of figures such as teachers and parents as being too dated to hold relevance for themselves. Likewise the gilded lifestyles of famous sportsmen and stars from the entertainment industry are understood to be alien. This phenomenon forces boys to weigh up the positive and negative examples given by local, 'older brother' role models to the exclusion of more traditional figures.

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Section: The 'Older Brother' Figurementioning

confidence: 83%

No more heroes any more: the ‘older brother’ as role model

Walker

2007

Cambridge Journal of Education

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“…We contend that the impact of the feminist movement has been one very positive contributor in the advances to date, through raising teachers' awareness that gender, and its construction, have to be key concerns at all levels of schooling. However, the impact of feminism in schooling has worked in multiple ways through policy and various commitments within schools with changing emphases at various times and in various places, even in the same country (Cohen, 1998;Hayes, 1998Hayes, , 2003Jóhannesson, 2004a;Kenway, 1990).…”

Section: Possibilities In the Boy Turn? 311mentioning

confidence: 98%

“…The teachers responsible for the course claimed that the course has created valuable discussions for the participants, as well as for the institution itself (Lemke & M[ y a c u t e ] rdal, 2004). In 2003, the course was offered five times, and each time it was offered 85-90% of the male students selected the course (Jóhannesson, 2004a). This course would be unlikely to gain legitimacy in Australia as it would be in conflict with anti-discrimination legislation in that country, where attempts to offer scholarships to men to become primary school teachers were deemed illegal.…”

Section: Possibilities In the Boy Turn? 317mentioning

confidence: 99%

“…For example, 1 This article had its beginnings in the intersections of the academic biographies of the three authors. All three have had research interests in gender and education within a profeminist framework, and have published extensively in this area (Jóhannesson, 2004a;Jóhannesson, 2005;Jóhannesson, 2006;Lingard & Douglas, 1999;Lingard et al, 2002;Mills, 2001;Keddie & Mills, 2007). In February 2005, Bob and Martin were invited to Reykjavík by four different education municipal authorities around Reykjavík to address an Icelandic conference on boys' culture and boys' education, held in cooperation with the Iceland University of Education and some other agencies.…”

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confidence: 96%

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Possibilities in the Boy Turn? Comparative Lessons from Australia and Iceland

Jóhannesson¹,

Lingard²,

Mills³

2009

Scandinavian Journal of Educational Research

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“…This notion that men are better at discipline than women is firmly embedded in the public discourse (Miller, 1997;Cammack & Phillips, 2002). Indeed, Johannesson (2004) found that women teachers in particular are familiar with this discourse but are, in fact, critical of it.…”

Section: The Authority Figure/disciplinarianmentioning

confidence: 99%

Constructing identities: perceptions and experiences of male primary headteachers

Jones

2008

Early Child Development and Care

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This article presents research undertaken with male headteachers in early years schools within the UK and explores several influential discourses in relation to male headteachers' identities. The article discusses the ways in which different identities are constructed for headteachers by parents, governors and wider society, and also how a variety of discourses impact on men's professional lives. It seeks to examine themes inherent in headteachers' discourses as they reflect upon their roles and experiences within the school context and consider the practice of identity construction. The article notes that tensions are increased as a result of multiple, frequently conflicting identities, for example the pressure to present both distant and caring personae. The article concludes that the role of headship functions to protect men from the denigration to which other male teachers are sometimes subject. However, it may operate to distance them from the closer relationships which they frequently desire. As such the role is characterised by complexity.

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To teach boys and girls: a pro‐feminist perspective on the boys' debate in Iceland

Cited by 24 publications

References 9 publications

No more heroes any more: the ‘older brother’ as role model

No more heroes any more: the ‘older brother’ as role model

Possibilities in the Boy Turn? Comparative Lessons from Australia and Iceland

Constructing identities: perceptions and experiences of male primary headteachers

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