Fighting, anger, frustration and tears: Matthew's story of hegemonic masculinity

This paper draws on Matthew's story to illustrate the conflicting discourses of being a boy and being a student. Matthew is 12 years old and in Grade Six, his final year at Banrock Primary ( a K- 6 Australian State School). School is far from a happy place for Matthew - his tearful accounts of his combative relationships with his peers and his teacher highlight his emotional distress. The paper's analytic focus draws attention to some of the ways Matthew's harmful storylines of hegemonic masculinity are made possible through, in particular, his teacher's gendered philosophies and her strategies of individualism and control. In this regard, Matthew's story provides insight into the potentially counterproductive realities of teacher practice in relation to addressing issues of masculinity within the school environment. Against this backdrop, the paper stresses the importance of teachers drawing on a sound research-based framework of gender knowledges that can illuminate how masculinities are constructed, regulated and, indeed, transformed through the power relations of everyday social practice, including teacher practice.

Male Teachers in Feminised Teaching Areas: marching to the beat of the men's movement drums?

Calls for more male teachers are prevalent in current gender debates in education. A dominant argument in this debate is that boys are often alienated from school because of a lack of male role models in feminised areas of the school curriculum and in primary schools. Little research has investigated male teachers' accounts of their work within feminised environments. Drawing on data collected in two research studies in music education, this paper focuses on accounts given by male teachers about (a) practices adopted specifically to work with boys and (b) the role of the male music teacher. Analysis of these data suggests that some male teachers working in feminised areas of the school curriculum adopt practices which, rather than challenging dominant constructions of masculinity, sometimes reinforce gender stereotypical behaviours in boys. We argue that calls for increasing the number of male teachers in feminised areas of schooling need also to be informed by open discussion of the underlying assumptions about masculinity which teachers themselves bring to their work.

The politics of manhood - Kimmel,M

This essay reviews two recently published American books about masculinity politics - Michael Kimmel's pro-feminist Manhood in America adn his edited collection The Politics of Manhood - in order to comment critically on the current debate underway in various parts of he world on 'boys' and their schooling which sees them as the 'new victims' of the educational process.

Of convicts and capitalists: honour and colonial commerce in 1830s Cape Town and Sydney

This comparative history examines the importance of notions of credit and honour in new definitions of masculinity that gained ground in New South Wales and the Cape Colony in the 1830s. The argument draws on an analysis of two defamation actions brought by auctioneers in this period and discusses the role of masculine occupation in colonial bourgeois identity. The diffusion of a culture of respectability through the British Empire was a global phenomenon, and a necessary precursor to the establishment of representative political institutions in the colonies by the middle of the nineteenth century.

Shaping the boys' agenda: The backlash blockbusters

The boys’ debate internationally is being fuelled by a range of texts on boys and masculinity. Many of the most popular texts are situated firmly within a backlash politics. These politics suggest that boys are the new ‘victims’ of schooling and that the girls’ agenda in schooling is a completed one. This paper will challenge the arguments contained within a number of the most recent of these ‘backlash blockbusters’. The paper will argue that, rather than boys being placed on the educational agenda in the status of victims, the ways in which dominant forms of masculinities and the harms they cause many girls and some boys need to be addressed.

Gender diagnosticity and androgen receptor gene CAG repeat sequence

The gender diagnosticity (GD) approach of Lippa (1995) was used to evaluate the relationship of within-sex differences in psychological masculinity-femininity to a genetic characteristic, the length of a repeated CAG sequence in the X-linked androgen receptor (AR) gene. Previously assessed adult samples in Australia and Sweden were used for this purpose. A weak relationship (correlations in the range .11 to .14) was obtained in both countries. Additional data from adolescent twins from Australia (12-, 14-, 16-year-olds) did not confirm such a relationship at those ages, especially for males. The fact that this sample consisted of twins permitted two kinds of within-pair comparisons: (1) Did the dizygotic twin who had the longer AR sequence have the higher GD score? (2) Was one twin's GD score more highly correlated with the other twin's AR score in MZ than in DZ pairs? The answer in both cases was negative. Clarification of these relationships will require large samples and measurements at additional ages.