{"title":"在伦敦的两所学校里,他是受欢迎的男孩,是理想的学生,也是10到11岁孩子的混合男子气概","authors":"Jon Swain","doi":"10.1002/berj.3936","DOIUrl":null,"url":null,"abstract":"<p>Generating data from small group interviews with 41 boys aged 10–11 years from two London schools in 2022, this paper contributes to the field of gender by introducing a new form of non-hegemonic and positive masculinity, which I am calling ‘blended’ masculinity, and which was the most common formation in each school. Although its features differed a little in each setting, this blended formulation broadly consisted of orthodox qualities of masculinity (e.g. athleticism, assertiveness, confidence, independence), combined with feminine-associated traits (e.g. kindness, caring, sociability, emotional literacy). I argue that this blended form is different from previous conceptualisations of hybrid masculinity in the gender literature and is more akin to recent conceptions of hybrid femininity. There were no dominant forms of masculinity with hierarchical connotations of superiority, and no hegemony that legitimated unequal relations, with obvious subordination of other masculinities or femininities. Boys and girls generally got on well with each other and there was also no evidence of homophobia or misogyny. The paper also explores notions of peer-group popularity, which was based on a series of resources, and delineates the characteristics of a fictional, ‘ideal’, schoolboy, whose features and attributes were connected to the different versions of masculinity on show.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3936","citationCount":"0","resultStr":"{\"title\":\"Popular boys, the ideal schoolboy, and blended patterns of masculinity for 10- to 11-year-olds in two London schools\",\"authors\":\"Jon Swain\",\"doi\":\"10.1002/berj.3936\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Generating data from small group interviews with 41 boys aged 10–11 years from two London schools in 2022, this paper contributes to the field of gender by introducing a new form of non-hegemonic and positive masculinity, which I am calling ‘blended’ masculinity, and which was the most common formation in each school. Although its features differed a little in each setting, this blended formulation broadly consisted of orthodox qualities of masculinity (e.g. athleticism, assertiveness, confidence, independence), combined with feminine-associated traits (e.g. kindness, caring, sociability, emotional literacy). I argue that this blended form is different from previous conceptualisations of hybrid masculinity in the gender literature and is more akin to recent conceptions of hybrid femininity. There were no dominant forms of masculinity with hierarchical connotations of superiority, and no hegemony that legitimated unequal relations, with obvious subordination of other masculinities or femininities. Boys and girls generally got on well with each other and there was also no evidence of homophobia or misogyny. The paper also explores notions of peer-group popularity, which was based on a series of resources, and delineates the characteristics of a fictional, ‘ideal’, schoolboy, whose features and attributes were connected to the different versions of masculinity on show.</p>\",\"PeriodicalId\":51410,\"journal\":{\"name\":\"British Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-11-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3936\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/berj.3936\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/berj.3936","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Popular boys, the ideal schoolboy, and blended patterns of masculinity for 10- to 11-year-olds in two London schools
Generating data from small group interviews with 41 boys aged 10–11 years from two London schools in 2022, this paper contributes to the field of gender by introducing a new form of non-hegemonic and positive masculinity, which I am calling ‘blended’ masculinity, and which was the most common formation in each school. Although its features differed a little in each setting, this blended formulation broadly consisted of orthodox qualities of masculinity (e.g. athleticism, assertiveness, confidence, independence), combined with feminine-associated traits (e.g. kindness, caring, sociability, emotional literacy). I argue that this blended form is different from previous conceptualisations of hybrid masculinity in the gender literature and is more akin to recent conceptions of hybrid femininity. There were no dominant forms of masculinity with hierarchical connotations of superiority, and no hegemony that legitimated unequal relations, with obvious subordination of other masculinities or femininities. Boys and girls generally got on well with each other and there was also no evidence of homophobia or misogyny. The paper also explores notions of peer-group popularity, which was based on a series of resources, and delineates the characteristics of a fictional, ‘ideal’, schoolboy, whose features and attributes were connected to the different versions of masculinity on show.
期刊介绍:
The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.