Who do these boys think they are? An investigation into the construction of masculinities in a primary classroom

Warren, Simon

doi:10.1080/1360311970010206

Cited by 26 publications

(25 citation statements)

References 9 publications

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“…This tends to make it hard-if not almost impossible-for boys to position themselves as such, leading to a situation in which opportunities for working-class boys to be triumphant in the academic sphere are largely unavailable. Those opportunities for academic excellence that are available to boys largely centre around the subject 'gentle, studious boy' who is discursively produced as the butt of homosexual bullying (Warren, 1997). Such a subject position is not widely desirable.…”

Section: Consuming Competition: Gender Physical Education and Culturmentioning

confidence: 99%

Moments of Inclusion and Exclusion: pupils negotiating classroom contexts

Schreer

Nind

Hall

et al. 2003

British Journal of Sociology of Education

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Section: Consuming Competition: Gender Physical Education and Culturmentioning

confidence: 99%

Moments of Inclusion and Exclusion: pupils negotiating classroom contexts

Schreer

Nind

Hall

et al. 2003

British Journal of Sociology of Education

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“…Christos's investment in 'intelligence' could be viewed as a challenge to a discourse of hegemonic masculinity based on sport and physicality. Some primary school research has found that 'intelligence' and/or being studious can be a part of hegemonic or 'dominant' masculinity in middle-class settings, but is more likely to be denigrated in working-class or lower income school settings (Connolly 2004, Hasbrook and Harris 1999, Warren 1997. Both schools in the research were largely middle-class, yet there was a stronger case for 'muscular intellectualness' as a possible alternate discourse of hegemonic masculinity in St Catherine's Primary, which had a lower socio-economic demographic than Socrates Primary.…”

Section: Sport Was Not Always Central To a Discourse Of Hegemonic Masmentioning

confidence: 99%

Masculinities at the Margins of “Middle Adulthood”

Bartholomaeus

Tarrant

2016

Men and Masculinities

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The intersections of masculinities and age have attracted relatively little theorizing.This article examines the theoretical implications of young/old age and masculinities by bringing together two bodies of literature (young age and masculinities and old age and masculinities) and two research studies (one with pre-teenage school students in Australia and one with grandfathers in the UK). We focus on two key themes: caring practices and relations, and the divide between physical activity and intellectual pursuits. Drawing on these themes, we show how age allows for gender transgressions and practices of gender equality and how young boys and old men can also uphold a discourse of hegemonic masculinity, despite age-related tensions. We conclude by arguing that a consideration of age has much to offer in terms of thinking about how gender is socially constructed, and illuminates the complex interplay of power relations between these social inequalities.

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“…Some research in primary schools has found that 'intelligence' and/or being studious can be a part of hegemonic (sometimes called 'dominant') masculinity, particularly in middleclass settings (Connolly 2004;Warren 1997), yet is more likely to be denigrated in workingclass or lower income school settings (Connolly 2004;Hasbrook and Harris 1999;Warren 1997). Interestingly then, in my research, displaying 'intelligence' existed as a possible alternate discourse of hegemonic masculinity at St Catherine's Primary, which had a slightly lower socio-economic demographic than Socrates Primary, although both were middle class.…”

Section: Masculinities In Primary Schoolsmentioning

confidence: 99%

Colluding With or Challenging Hegemonic Masculinity?

Bartholomaeus¹

2013

Australian Feminist Studies

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Research about masculinities in schools often focuses on hegemonic masculinity. This can have the effect of reinforcing the privilege associated with hegemonic masculinity, as well as overlooking differences amongst boys and the plural practices individual boys engage in. Drawing on empirical research in two South Australian primary schools with students aged 6Á7 and 11Á13, this article examines the complex ways in which boys engaged in plural gender practices. Practices differing from a discourse of (local) hegemonic masculinity related to three key themes: displaying 'intelligence' and being studious; involvement in traditionally 'feminine' activities; and being caring, loving family and friends, and engaging in cross-gender friendships. This article utilises these themes to argue that practices could work alongside or present challenges to practices relating to a discourse of hegemonic masculinity. An examination of how age and masculinities interweave suggests that a divide between hegemonic and other masculinities and practices is not as distinct as has often been theorised.

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Who do these boys think they are? An investigation into the construction of masculinities in a primary classroom

Cited by 26 publications

References 9 publications

Moments of Inclusion and Exclusion: pupils negotiating classroom contexts

Moments of Inclusion and Exclusion: pupils negotiating classroom contexts

Masculinities at the Margins of “Middle Adulthood”

Colluding With or Challenging Hegemonic Masculinity?

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