Toward a Genderful Pedagogy and the Teaching of Masculinity

Abstract

This article considers the following questions: How does good teaching build a knowledge of gender identity into its practice? How do we begin the slow process of creating a different ethos regarding masculinity? What are the mechanisms through which a new pedagogy of masculinity can operate? As two scholars teaching masculinity in separate public university spaces—one in a gender studies department at a research I school and the other in elementary education at a regional school—the authors address the ways in which masculinity is understood in their respective pedagogical situations. In so doing, the authors contend that the active construction of gender, masculinity in particular, can be integrated in and through a pedagogy emphasizing plurality and inclusivity that integrates principles of feminist pedagogy and gender justice.

The hateful other: neo-Nazis in school and teachers’ strategies for handling racism

“…In addition to the literature on anti-school culture, there is also other relevant research in the area of Holocaust education and anti-racist pedagogies (see for example, Short 2000; Lund and Nabavi 2008;Johnsson and Weber 2011). Oser, Riegel, and Tanner (2006) claim that pedagogical interventions employed to reduce recruitment into right-wing extremist groups have little success, especially if they focus only on changing ideologies and values.…”

Teaching gender studies via open and distance learning in South Africa

“…In addition, gender-based violence has reached endemic proportions (Britton, 2006;Mathews et al, 2004;Mogale, Kovacs Burns, & Richter, 2012;Mosavel, Ahmed, & Simon, 2011). In redesigning our curriculum within the context of distance education to align with what Johnson and Weber (2011) referred to as "genderful pedagogy" (p. 138), we are mindful of the fact that no axis of identity exists in a vacuum, and that our gendered students are also raced and classed. In the legacy of apartheid education, most tertiary-level educators in South Africa are white, and most students are black.…”

Not Just for Boys: Good Pedagogy is Good for All

“…There is a growing body of literature exploring the education of boys in the elementary grades (e.g., Gosse, 2011;Holmlund & Sund, 2008;Johnson & Weber, 2011;Martino, Lingard, & Mills, 2004). Weaver-Hightower (2003) calls this shift in research the "boy turn" (p. 472); he means this both as a turn in movement towards boys and their experiences of schooling, and as means to point out that boys are now "due" their turn for consideration in ways not previously granted.…”

“…In gender-based research, pedagogy typically is translated into the idea of role modelling (Ascher, 1991;Bricheno & Thornton, 2007;Chmelynski, 2006;Roulsten & Mills, 2000;Solomon, 1997). The underlying argument of research into role modelling is that male teachers will best shape the development of masculine identities in students (Davison & Nelson, 2011;Johnson & Weber, 2011); this notion is also supported in popular literature (Sax, 2007;Tyre, 2008). For example, Gosse (2011) describes a Canadian online public opinion poll in which 59 % of the votes (7285 of 10,502) disagreed with the statement, "The gender of a teacher makes no difference to learning outcomes for boys" (p. 117).…”