Engaging the creative arts to meet the needs of twenty-first-century boys

Scholes, Laura and Nagel, Michael C. (2012) Engaging the creative arts to meet the needs of twenty-first-century boys. International Journal of Inclusive Education, 16 10: 969-984. doi:10.1080/13603116.2010.538863

Author Scholes, Laura
Nagel, Michael C.
Title Engaging the creative arts to meet the needs of twenty-first-century boys
Journal name International Journal of Inclusive Education   Check publisher's open access policy
ISSN 1360-3116
Publication date 2012-10
Sub-type Article (original research)
DOI 10.1080/13603116.2010.538863
Volume 16
Issue 10
Start page 969
End page 984
Total pages 16
Place of publication Deerfield, IL, United States
Publisher American Society of Tropical Medicine and Hygiene
Collection year 2013
Language eng
Abstract As we navigate through a new form of economic era where science, technology, knowledge and services will replace consumer goods as drivers of growth, and the workplace will increasingly value creative abilities, there appears a need for an educational paradigm shift. However, within an Australian context of increasing school accountability, a great deal of emphasis is placed on standards vis-à-vis improving literacy and numeracy skills for students, and measured by high-stake testing. This current Australian agenda is also part of an ongoing concern for improving the educational outcomes and life chances of boys. Through a social justice lens, this paper offers an exploration of how an innovative and creative arts curriculum has the potential to engage and enhance educational outcomes for all students, particularly for boys who are at risk of underachieving. First, this paper offers an explanation of the changing nature of workplace trajectories and the significance of the creative arts in this shifting economic era. Concurrently, as we prepare students for an unknown future, this paper examines how engagement in the creative arts has the potential to facilitate emerging understandings about learning while providing opportunities to develop learner engagement, motivation, cognitive capacities and academic achievement. Second, while avoiding essentialist accounts of gender and recuperative masculinity politics, we recognise that ‘some’ boys are underachieving in schools and that these boys are often from lower socioeconomic communities. We also recognise that many of these boys are disengaged and invest considerable energy performing masculinities that are in opposition to, and resistant to, the formal processes of schooling including participation in the creative arts. Third, we draw on findings from recent research, including a doctoral study, to discuss perceived barriers to boys' engagement with the creative arts and implications for educational practice.
Keyword Gender studies
Inclusive education
Curriculum and instruction
Poverty and education
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Education Publications
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