Shooting Mabel: warrior masculinity and Asian invasion

This article examines stories published around the beginning of the twentieth century depicting Asian invasions of Australia, and discovers consistent patterns of gendered and racialised assumptions setting Australian men, the bush and the future of the white race against Australian women, the city, and the asianisation of the nation. It argues that warrior Japan created a powerful case for an answering tradition of defiant, bush-based masculinity in Australia.

What about the parents and the teachers of boys? Contemporary challenges for academic work on literacy, masculinity and educational innovation

The past ten years have seen a dramatic increase in the number of educational ‘innovations’ designed to respond to the contemporary literacy needs of boys in schools. Intense public anxiety about the apparent under-achievements of boys in literacy can make it difficult for those at the heart of these innovations—teachers, parents, boys themselves—to identify the extent to which the solutions they are offered actually are able to make a sustainable, long-term difference to the literacy achievements of the specific boys they are concerned about. Acknowledging the contested nature of the masculinity and literacy terrains this paper explores contemporary responsibilities for academics engaged in gender based, literacy interventions in the 21st century.

So what's a boy? : addressing issues of masculinity and schooling

This book focuses on the impact and effects of masculinities on the lives of boys at school. Through interviews with boys from diverse backgrounds, the authors explore the various ways in which boys define and negotiate their masculinities at school. Through looking at the problems and examining the question of what makes a boy a boy, this title offers recommendations and outlines directions for working with boys in schools in the future."

Physical education, sport and hyper-masculinity in schools

Among widening social anxieties about practices and performances of contemporary masculinity are questions about the place of hyper-masculine (contact) sports, such as games of football. Foremost are concerns about some of the values and attitudes that appear to circulate within such contexts. With their historical leaning towards character attributes aligned to hardness, solidarity and stoicism, there is growing pressure on coaches and teachers to manage and mediate the participation of young males in this arena. Against this backdrop, this paper explores some of the tensions that emerge in schools when the codes and mores frequently associated with a hyper-masculine sporting identity are seen to flourish. Foremost here is the emergence of cultures of entitlement, abuse and exclusion. Following the illumination of such cultures across three research narratives, this paper discusses the sorts of reforms that are needed to promote more educative and responsible engagement with hyper-masculine sports in, and beyond, schools.

Australia's national men's health policy : masculinity matters

Issue addressed : The development of Australia's first national men's health policy provides an important opportunity for informed discussions of health and gender. It is therefore a concern that the stated policy appears to deliberately exclude hegemonic masculinity and other masculinities, despite evidence of their major influence on men's health-related values, beliefs, perspectives, attitudes, motivations and behaviour.

Methods : We provide an evidence-based critique of the proposed approach to a national men's health policy which raises important questions about whether the new policy can achieve its aims if it fails to acknowledge 'masculinity' as a key factor in Australian men's health.

Conclusion : The national men's health policy should be a means to encourage gender analysis in health. This will require recognition of the influence of hegemonic masculinity, and other masculinities, on men's health. Recognising the influence of 'masculinity' on men's health is not about 'blaming' men for 'behaving badly', but is crucial to the development of a robust, meaningful and comprehensive national men's health policy.

Performing masculinity and leadership : male academics' work practices and identities

In this thesis, a folio comprising a major dissertation and three elective tasks, issues including masculinity(ies), identities, leadership and academics’ work practices are considered against a backdrop of change in the higher education sector. Narrative research methods are applied throughout the folio. The first elective, a discussion and commentary arising from an interview with an experienced practitioner in gender education, amounts to a feasibility study for the dissertation, whereas the second elective experiments with the use of computer mediated communication as a means of interviewing a small number of male academics about their inclusive teaching practices. Primarily curiosity-driven research, the conclusion is drawn that computer mediated communication, if used at all, ought provide a complementary, not primary means of data collection. The third elective conveys the life story of an Asian-Australian academic who expresses different masculinities according to the social settings in which he finds himself. The conclusion is made that there is neither a single colored masculinity nor a single working class masculinity. The milieux of race and class need to be considered together. The research described in the major dissertation was undertaken with a group of eleven male academics from a number of rural and metropolitan universities – men who were thought by their colleagues and peers to practice collaborative approaches to leadership. Whereas the majority of the men practised what could be described as transformational approaches to leadership, a small number exploited the process of collaboration mainly for their own protection. Very few of the men engaged in discourses of gender. One of the principal conclusions reached in the paper is that there are ramifications for future leadership training that universities offer so that it becomes more relevant and socially inclusive. Another main conclusion relates to the intimidation reported by some of the men in the study, and that there are implications for universities in the way they protect their employees from such incidents. A third significant conclusion is that there is some way to go before gender is integrated into the discourse of male academics. Until this can occur, limited opportunities exist for alliances to be formed between most male academics and feminist academics for the advancement of socially just workplaces.

Masculinity and femininity in "The Mabinogion"

This thesis is submitted within the discipline of Women's Studies. It attempts to assess the life of women in a tribal society at the brink of dissolution. Wales at the eve of and during the first century of the Norman occupation is representative of such a society and historians admit that what little we know of its social conditions can be gleaned from the pages of the narrative prose collection The Mabinogion. Consequently this study uses an interdisciplinary approach. Eight stories from The Mabinogion collection have been studied: The Four Branches, comprising Pwyll Prince of Dyfed, Branwen Daughter of Llyr, Manawydan Son of Llyr and Math Son of Mathonwwy; the story of Culhwch and Olwen and the Three Romances, comprising The Lady of the Fountain, Peredur Son of Efrawg and Gereint Son of Erbin. The Four Branches are a fourfold narrative held together by the figure of Sovereignty (formerly the Celtic goddess of the land), her chosen consort and her son. The protagonists are now represented as superhuman men and women and encoded in their lifestories are the rules for gender-related 'right' behaviour of princes and their spouses. The Three Romances still show the same constellation, but the figures of Sovereignty and her consort have been replaced by the Knight and his Lady with considerable loss of behavioural certainty for both genders. The romances are also indicative of growing economic insecurity. Culhwch and Olwen has been included for contrast and for its richness in folkloric motifs. Apart from studying the gender-roles in leading families at the time, the thesis advances the theory that The Four Branches may have been the work of a Welsh noblewoman - a theory based on the inherent knowledge of Welsh pre-Christian dynastic traditions, legal and political practices and the realities of women's lives at the time. The study also shows that the status of women and their legal rights in pre-Norman Wales were much more restricted and cannot generally be compared with that of women in England or Ireland.