Female physical educators in all boys' schools - opportunities for enhancing social interactions?

The significance of physical education (PE) and sport in a boys’ school has long been highlighted as a device for the privileging of hyper-masculine identities (tough, stoic & assertive) at the expense of marginalised masculinities and femininities. The propensity for some “members of male sporting clique’s to engage in practices of bullying, shaming, violating and excluding” (Hickey, 2008, p. 148) raises important questions about how the practice of boys’ PE and sport can sometimes lead to unhealthy and damaging social interactions between different types of boys. In response to this rhetoric, some boys’ schools have acted to employ female PE teachers to disrupt “concern about the codes of unity, entitlement and privilege that can be forged among groups of boys whose identities are strongly aligned with sporting forms of hyper-masculinity” (Hickey, 2008, p. 148). Given this potential, we suggest that there is something unique or different about working in spaces or contexts around boys’ physicality. More specifically this paper raises questions about the particular implications for a PE teacher’s professional work, particularly as a female PE teacher.

In current educational climates the performance of boys in social and educational contexts attracts considerable concern. Better understanding the contributions and capacities of female PE teachers in all boys’ schools, (as localised social and political environments in which gendered identities are formed) is warranted. Professional identities and “the meaning of gender is negotiated in everyday interactions” (Priola, 2007, p. 23) implicating the culture of all boys’ schools as significant in the development of ideas around effective, gender inclusive, pedagogical practices. Drawing on case study data, this paper seeks to explore how notions of effectiveness about boys’ PE are formed, with intent to make visible the extent to which female PE teachers influence dominant gendered practices of social interaction in all boys’ PE settings.

How did I get here? The experiences of female physical education teachers in all boys' schools

Historically, physical education and sport were constructed as curriculum practices for boys to explore, channel and hone their masculinity. While much has changed since their induction into the curriculum, there is a prevailing view that sport and physical education continue to operate as powerful conduits to the dominant masculinity. In a climate where the underachievement of boys’ in social and educational contexts is becoming increasingly concerning, much of the literature attributes factors such as a lack of male role models, the feminisation of education and the lack of ‘boy friendly’ curriculum and pedagogy as key contributors to the current dilemma. The role of physical education and sport in the gender socialisation process poses some important questions about the place of female physical educators in this ‘male component’ of the curriculum. Foremost here are questions about the capacity of female physical educators to provide effective learning and socialising opportunities to young males. This paper draws on research into the experiences of female physical education teachers working in all-boy schools to discuss issues of gender, power and pedagogy.

Age-related differences in inhibitory control in the early school years

The transition to school is associated with a greater requirement to inhibit irrelevant or inappropriate thought and behavior in order to concentrate on effective learning and to interact successfully with peers. Current knowledge of inhibitory control development in the early school years is limited due to a lack of normative data from age-appropriate, sensitive measures. In this study, three pictorial versions of the Stroop task were administered to investigate inhibitory control development in early school-aged children. Age-related trajectories of inhibition and effects of gender were examined in 80 children (42 boys) aged 5 to 8 years. All children were assessed with the Cognitive Assessment System Expressive Attention subtest (Big-Small Stroop), Fruit Stroop, and Boy-Girl Stroop. The Big-Small Stroop revealed substantial age-related improvement in inhibition from 5 to 7 years with a levelling of performance at 8 years of age, while the Fruit Stroop and Boy-Girl Stroop demonstrated clear but nonsignificant age trends. In particular, older children committed fewer errors and corrected their errors more frequently than younger children. Performance on all Stroop tasks correlated significantly, providing evidence that they tap similar cognitive abilities. Some gender differences were found. This study indicates that inhibitory skills develop rapidly in the early school years and suggests that error awareness may be a useful indicator of the development of cognitive inhibition for this age group.

Letters to a young scientist by Edward O. Wilson : interview

I am an early- to mid-career researcher, and Letters to a Young Scientist struck a chord with me from the very first page. The journey from amateur enthusiast to professional scientist is an exciting, challenging and often difficult one, and Edward Wilson - a Pulitzer prizewinner and one of the world's greatest entomologists - is well qualified to guide and advise the new generation. Written as a collection of letters filled with anecdotes and well-considered advice, this book is inspired by the author's experience of the journey from being a young boy enthused by ants to an eminent scholar. Like many in his field, Wilson's education began when he was a child fascinated by insects in the garden (my own summers spent excavating ant nests feel somewhat validated). He traces his progression through formal education to the establishment of his own scientific research programme.

Furphy as (metafictive) Aboriginal ethnographer

This paper investigates Furphy’s ethnographical writings on Aborigines in the short essays and paragraphs he wrote for the Bulletin and in one of his short stories. It also examines his representation of Toby, a part Aboriginal stockman in Such is Life, and concludes by examining one of the most difficult passages in a colonial era novel, his account of a Palmer River Aboriginal attack, cannibalism, and settler murder in The Buln-buln and the Brolga. These Aboriginal-focussed narratives are told as part of a suite of realistic tales by Barefooted Bob and Tom Collins, by way of counter-narrative to Fred Falkland Pritchard’s fantastical romance/action tales which belong to the ripping yarns/Boy’s Own tradition. The paper argues that, although the narrative method, in its refusal to editorialise, is uncharacteristically and unnervingly oblique, there is more than a little of Lilian Pritchard, the Lady Novelist, in Furphy himself and that the questions he puts into the mouth of the Lady Journalist about Aboriginal culture are probing and pungent.

Health and disability : partnerships in action

Matthew is a 15-year-old adolescent boy who lives with his parents, Boon Hock and Guek, and brother Benjamin in Melaka Malaysia. Matthew loves exercising in the park, going to school and dressing smartly like his brother. Matthew has an intellectual disability and autism, and attends a special school. In this story, Matthew's parents reflect on the time around the diagnoses of his disabilities, and their experiences with health care professionals. They describe the changes in Matthew as he has grown from child to adolescent. The impact of Matthew's developmental disabilities on his likfe and that of his brother and parents are explored, and their hopes and plans for the future are discussed

The ‘Australian Girl’ and the domestic ideal in colonial women’s fiction

The vast majority of novels and periodicals read by colonial Australian girls were written and published in Britain. ‘Daughters of the Southern Cross’ were more likely to have access to the Girl’s Own Paper by subscription or to imported fictions that had proven popular with British girl readers than any locally produced depictions of girlhood. From the 1880s, however, Australian authors produced several milestone fictions of girlhood for both adult and juvenile audiences. Rosa Praed's An Australian Heroine (1880) and Catherine Martin’s An Australian Girl (1890)  gave voice to the lived experience of Australia for young women, and their publication in Britain contributed to an emergent reciprocal transpacific flow of literary culture.

Two canonical Australian novels that focus on the maturation of girl protagonists who live on bush homesteads were also published in this period. Ethel Turner’s Seven Little Australians (1894) and Miles Franklin’s My Brilliant Career (1901) feature intelligent girls who are not able to be effectively socialised to embrace domesticity. Turner’s Judy Woolcot is distinct among her six siblings as a plucky girl who instigates trouble, while Franklin’s aspiring writer Sybylla Melvyn is informed that ‘girls are the helplessest, uselessest, troublesomest little creatures in the world.’

The 1890s saw an agricultural depression in Australia that only fuelled the urban perpet-uation of the idealised and nationalistic bushman myth in literary and popular culture. The ubiquity of the myth problematised any attempt to situate women heroically within the nation outside of the home. British fictional imaginings of Australian girls lauded their lack of conformity and physical abilities and often showed them bravely defending the family property with firearms. In contrast, Australian domestic fiction, this chapter argues, is unable to accommodate bracing female heroism, postulating ambiguous outcomes at best for heroines who deviate from the feminine ideal.

Judy’s grandmother describes her ‘restless fire’ as something that ‘would either make a noble, daring, brilliant woman of her’, or ‘would flame up higher and higher and consume her’. Turner does not allow Judy’s unconventionality to prosper. Instead, she is killed by a falling gum tree while saving the life of her brother, leaving the future fulfilment of the domestic ideal to her sister, Meg, whose subsequent story occupies Little Mother Meg (1902). Franklin’s Sybylla expresses her inability to be content with the simple pleasures of keeping a home, and this informs her decision to reject a marriage proposal from a wealthy suitor. The novel’s indeterminate conclusion does not allow fulfilment of Sybylla’s writing aspirations, situating her outside the feminine ideal yet not affirming the merits of her desire to reject married life.

While Sharyn Pearce suggests that Judy’s tragic end follows a narrative pattern that sup-ports the glorification of male heroes and renders ‘over-reaching women’ as ‘noble failures’, the novel might also productively be read within the context of other fictions featuring girl protagonists of the period, such as Praed and Martin's novels. This chapter makes the case that Turner and Franklin’s thwarted heroines critique the containment of Australian girls to the banalities of the home by exposing the negative and uncertain outcomes for those who desire the freedoms and aspirations permitted to boys and men. Unlike British fictions that champion adventurous girls, these Australian fictions critique the continuation of gendered restrictions in the colonies by proposing that girls who desire excitement and independence ‘should have been…boy[s]’ (as Sybylla’s mother remarks).

Returning a dislocated child's body to the scene of a crime

The 'Event' considered here is my 'abduction' as a child by my parents out of the Netherlands as part of the post war European migration to Australia in the 1950s. The migrant exists in many ways in-between cultures and this also holds for the migrant child. This event created a traumatic split in me as an eight year old boy. It was one that occurred to many children of migrants who left Europe post WWII. The migration in turn engaged with an unspoken racist complicity with Australia's 'White Australia Policy'. The 'white' Dutch were a good fit for this migration and thus the focus here applies to both 1950s Australia and the Netherlands. This article deals with how I expressed the two aspects of dislocation and racism made evident by this event through my art in a collaborative exhibition The Unwanted Land (see Figure 1). As this art is primarily visual, I have included a photo gallery of 28 images at the end of this text to reference and support this discussion.

Non-formal education: Scouting, schooling and teacher training

Array

Mothers and sons: feminist maternal practice with boys

Through in-depth interviews with feminist mothers the research explores women’s experiences of raising sons. Analysis identifies that feminist mothers make a clear distinction between the boy and the discourse about the boy. Their maternal practice contests and shifts the dominant narrative enabling the foundation for the mother and son relationship to write a new script.

‘There isn’t kind of a White History Month or anything like that for them’: equity, schooling and the problematics of group identity politics

This paper explores issues of equity and group identity at ‘Hamilton Court’, a large comprehensive multi-faith and multi-cultural school located in England. The exploration draws on data gathered from a study that examined the conditions, structures and practices associated with productively addressing issues of justice and cultural diversity. The paper focuses, in particular, on the voices of two learning mentors, ‘Rosanna’ and ‘Yasmeen’. With reference to a cultural event at the school based around an Asian-inspired Bollywood Dance Festival, the school’s approach to absence requests on the basis of religious observance, and the disadvantage experienced by a particular White British working class boy, the paper highlights tensions and problematics associated with issues of equity, schooling and group identity. The paper makes a theoretical contribution to debates in this area. Further illustrating the limitations of distributive understandings of equity that begin with group identity politics and fail to consider matters of context in struggles against cultural oppressions, it examines the possibilities of an equity approach that instead begins with a focus on overcoming these relations of oppression.

Some of these girls can be real drama queens : issues of gender, sexual harassment and schooling

Since the 1970s many feminists working for gender justice in education have highlighted the predominance and seriousness of sexual harassment in schools and condemned the enduring trivialization of such behaviours. This paper develops this body of work by focusing on how issues of sexual harassment are located within prevailing contemporary western educational contexts that position boys as 'victims' of feminism and 'girl-friendly' schooling. It is argued here that such contexts draw attention away from the powerful spaces that many boys continue to inhabit in schools. Counter to the popular notion that girls no longer face problems in relation to their schooling, the paper foregrounds the voices of four (14-year-old) Grade Eight girls from Tasmania, Australia who detail their disturbing experiences of sexual harassment. Pointing to the grave inadequacies of common remedies used to address these behaviours, such as prescriptive discipline systems that ignore issues of gender and power and boy-friendly remedies that collude in the perpetuation of inequitable gender relations, the paper highlights the imperative of disrupting the erasure of these issues from current dominant equity debates and the urgency of better addressing this problem in schools. Along these lines, the paper calls for teacher practice that acts against the grain of broader anti-feminist and performative school cultures to transform the masculinities of entitlement that contribute to these unacceptable behaviours.

‘Some of those girls can be real drama queens’: issues of gender, sexual harassment and schooling

Since the 1970s many feminists working for gender justice in education have highlighted the predominance and seriousness of sexual harassment in schools and condemned the enduring trivialization of such behaviours. This paper develops this body of work by focusing on how issues of sexual harassment are located within prevailing contemporary western educational contexts that position boys as ‘victims’ of feminism and ‘girl‐friendly’ schooling. It is argued here that such contexts draw attention away from the powerful spaces that many boys continue to inhabit in schools. Counter to the popular notion that girls no longer face problems in relation to their schooling, the paper foregrounds the voices of four (14‐year‐old) Grade Eight girls from Tasmania, Australia who detail their disturbing experiences of sexual harassment. Pointing to the grave inadequacies of common remedies used to address these behaviours, such as prescriptive discipline systems that ignore issues of gender and power and boy‐friendly remedies that collude in the perpetuation of inequitable gender relations, the paper highlights the imperative of disrupting the erasure of these issues from current dominant equity debates and the urgency of better addressing this problem in schools. Along these lines, the paper calls for teacher practice that acts against the grain of broader anti‐feminist and performative school cultures to transform the masculinities of entitlement that contribute to these unacceptable behaviours.