This book is about how boys and girls learn to be men and women. Drawing on a wide range of studies, the author examines how masculinities and femininities are developed and understood by children and young people, in families, in schools, and with their peers.
The question of how boys become men or how girls become women may seem simple, but the answers can be complex. This new edition draws upon rich examples from research, popular media, and global accounts, to explore how gender is produced, consumed, regulated and performed in young lives today.
This book is an ethnography of teachers and children in grades 1 and 2, and presents arguments about why we should take gender and childhood sexuality seriously in the early years of South African primary schooling. Taking issue with dominant discourses which assumes children’s lack of agency, the book questions the epistemological foundations of childhood discourses that produce innocence. It examines the paradox between teachers’ dominant narratives of childhood innocence and children’s own conceptualisation of gender and sexuality inside the classroom, with peers, in heterosexual games, in the playground and through boyfriend-girlfriend relationships. It examines the nuances and finely situated experiences which draw attention to hegemonic masculinity and femininity where boys and girls challenge and contest relations of power. The book focuses on the early makings of gender and sexual harassment and shows how violent gender relations are manifest even amongst very young boys and girls. Attention is given to the interconnections with race, class, structural inequalities, as well as the actions of boys and girls as navigate gender and sexuality at school. The book argues that the early years of primary schooling are a key site for the production and reproduction of gender and sexuality. Gender reform strategies are vital in this sector of schooling.
This collection brings together analyses from a range of educational contexts around the world of the ways in which notions of identity and difference, belonging and exclusion are constructed within and beyond the context of education. Three key themes link the chapters within the book: · current policy and practice in education and educational research; · educational imperialism and its legacy; · cultures and sub-cultures within and beyond educational contexts. Part One, Educational Policy and Practice: Internal Colonisations, explores what might be described as the "internal" colonization of education by a certain set of hegemonic ideas and practices--practices which the authors in this book set out collectively to resist. In Part Two, Educational Imperialism and its Legacy, the focus turns to "external" imperialism within education. In Part Three, Culture and Subculture Within and Beyond Education, notions of space, place and identity are interwoven with linguistic, symbolic and material cultural markers. The contributors are Elizabeth Atkinson, Stephen Ball, Renée DePalma, Stephen Dobson, David Gough, Ruby Greene, Jennifer Lavia, Ahmad Nazari, Carrie Paechter, Michael Reiss, John Storey, Takako Takano, Maddalena Taras, Carol Vincent and Deborah Youdell. The book is intended for academics, for students working at Masters level and above and for education professionals and policy makers and will also appeal to scholars working in education and those involved in interdisciplinary work or working in the fields of sociology, cultural studies and sociolinguistics.
The editors, Rosemary Gartner and Bill McCarthy, have assembled a diverse cast of criminologists, historians, legal scholars, psychologists, and sociologists from a number of countries to discuss key concepts and debates central to the field. The Handbook includes examinations of the historical and contemporary patterns of women's and men's involvement in crime; as well as biological, psychological, and social science perspectives on gender, sex, and criminal activity. Several essays discuss the ways in which sex and gender influence legal and popular reactions to crime. An important theme throughout The Handbook is the intersection of sex and gender with ethnicity, class, age, peer groups, and community as influences on crime and justice. Individual chapters investigate both conventional topics - such as domestic abuse and sexual violence - and topics that have only recently drawn the attention of scholars - such as human trafficking, honor killing, gender violence during war, state rape, and genocide.
Written by leading experts in the area, this volume investigates the ways in which emerging masculinities theory in law could inform feminist legal theory in particular and law in general. As many of the chapters in this collection illustrate, law is constantly in a dynamic interaction with masculinities: it has both influenced existing masculinities and has been influenced by those masculinities. The contributions focus feminist and critical theoretical attention on masculinities and consider the implications of masculinities theory for law and legal theory.
In 1973, homosexuality was officially depathologized with a revision in the Diagnostic and Statistical Manual of Psychiatry. In 1980, a new diagnosis appeared: Gender Identity Disorder of Childhood (GID). The shift separated gender from sexuality, while it simultaneously reinforced traditional concepts of "male" and "female" and made it possible for cross-gendered behavior and/or identification to be deemed psychiatric illness. What is the difference then between a child being called a sissy on the playground and being labeled with a disorder in a psychiatric hospital? Combining theory and personal narrative, this volume interrogates the meaning of "the normal" that pervades the literature on GID and investigates the theoretical underpinnings of the diagnosis. Sissies and Tomboys considers how the stigma of illness influences a child's development and what homosexual childhood, freed from the constraints of conventionally acceptable gender expression, might look like.
Mairtin Mac an Ghaill explores how boys learn to be men in schools while policing their own and others' sexuality. The text focuses on the students' confusions and contradictions in their gendered experiences; and upon how schools actively produce, through the official and hidden curriculum, a range of masculinities which young men come to inhabit. The author attempts to do full justice to the complex phenomenon of male heterosexual subjectivities and to the role of schooling in forming sexual identities.
Masculinity without men. In Female Masculinity Judith Halberstam takes aim at the protected status of male masculinity and shows that female masculinity has offered a distinct alternative to it for well over two hundred years. Providing the first full-length study on this subject, Halberstam catalogs the diversity of gender expressions among masculine women from nineteenth-century pre-lesbian practices to contemporary drag king performances. Through detailed textual readings as well as empirical research, Halberstam uncovers a hidden history of female masculinities while arguing for a more nuanced understanding of gender categories that would incorporate rather than pathologize them. She rereads Anne Lister's diaries and Radclyffe Hall's The Well of Loneliness as foundational assertions of female masculine identity. She considers the enigma of the stone butch and the politics surrounding butch/femme roles within lesbian communities. She also explores issues of transsexuality among "transgender dykes"--lesbians who pass as men--and female-to-male transsexuals who may find the label of "lesbian" a temporary refuge. Halberstam also tackles such topics as women and boxing, butches in Hollywood and independent cinema, and the phenomenon of male impersonators. Female Masculinity signals a new understanding of masculine behaviors and identities, and a new direction in interdisciplinary queer scholarship. Illustrated with nearly forty photographs, including portraits, film stills, and drag king performance shots, this book provides an extensive record of the wide range of female masculinities. And as Halberstam clearly demonstrates, female masculinity is not some bad imitation of virility, but a lively and dramatic staging of hybrid and minority genders.
This text centres on a study in which boys talked openly about such issues as their relationships with parents and friends, hardness, homophobia and football, and the importance of youth style, race and ethnicity.