Programmes for boys and men: possibilities for gender transformation

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Gender and Education Pub Date : 2022-11-21 DOI:10.1080/09540253.2022.2147670

A. Keddie, Shelley Hewson-Munro, Anna Halafoff, Maria Delaney, Michael Flood

引用次数: 4

Abstract

ABSTRACT The contemporary #MeToo moment has led to renewed concern about issues of masculinity and gender justice. This moment provides a strong warrant for critically analyzing different programmes for boys and men in relation to their capacity for gender transformation. This paper presents three such programmes located in Victoria (Australia) as case studies (1) an Activist Programme, (2) a Sports Programme, and (3) a Rites Programme. The paper highlights some of the possibilities and contentions for each programme in relation to their capacities for gender transformation through comparative analysis. The paper draws attention to the complexity and diversity of ‘promising approaches’ for effectively engaging boys and men in respectful masculinities.

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男孩和男子方案:性别转变的可能性

当代的#MeToo运动引发了人们对男性气质和性别正义问题的重新关注。这一时刻为批判性地分析针对男孩和男子的不同方案提供了强有力的理由，以了解他们的性别转变能力。本文介绍了位于维多利亚州(澳大利亚)的三个这样的项目作为案例研究:(1)一个活动家项目，(2)一个体育项目，(3)一个仪式项目。该文件强调了每个方案在通过比较分析进行性别转变的能力方面的一些可能性和争议。这篇论文提请注意有效地吸引男孩和男人尊重男子气概的“有前途的方法”的复杂性和多样性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.