Disrupting masculinised spaces: Teachers working for gender justice

Keddie, Amanda and Mills, Martin (2009) Disrupting masculinised spaces: Teachers working for gender justice. Research Papers in Education, 24 1: 29-43. doi:10.1080/02671520801945834


Author Keddie, Amanda
Mills, Martin
Title Disrupting masculinised spaces: Teachers working for gender justice
Journal name Research Papers in Education   Check publisher's open access policy
ISSN 1470-1146
Publication date 2009-03-01
Year available 2009
Sub-type Article (original research)
DOI 10.1080/02671520801945834
Open Access Status
Volume 24
Issue 1
Start page 29
End page 43
Total pages 15
Editor P. Preece
T. Wragg
Place of publication London, U.K.
Publisher Routledge
Language eng
Subject 130308 Gender, Sexuality and Education
939904 Gender Aspects of Education
C1
1303 Specialist Studies in Education
Abstract This article rejects the notion that schools have become excessively feminised spaces that are failing to adequately provide for the educational needs of boys. This construction of schools as feminised has provided the impetus for the development of what have become known as 'boy-friendly' pedagogies. Unfortunately such pedagogies work with essentialist assumptions about masculinity and as such have the potential to reinscribe and valorise those forms of masculinity that are oppressive to others and, in some instances, result in self-harm. The authors thus contend that boy-friendly approaches to schooling often work against the interests of more gender-just practices in schools, and beyond. Drawing on one set of data from a broader study, they highlight the masculinised spaces operating in one all-boys' school. They suggest that a boy-friendly pedagogy here would be highly inappropriate in terms of promoting gender justice. They therefore foreground the philosophies and practices of one group of teachers who are concerned with implementing a transformational pedagogy in their classrooms and suggest that whilst, in this instance, such pedagogies are not without their problems, they offer insights into how such masculinised spaces can be disrupted.
Keyword Boys' education
Critical pedagogy
Gender
Masculinity
Single-sex schooling
Social justice
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
Excellence in Research Australia (ERA) - Collection
School of Education Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 2 times in Thomson Reuters Web of Science Article | Citations
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Created: Tue, 07 Apr 2009, 22:34:29 EST by Rebecca Donohoe on behalf of School of Education