What Does “Boyhood Studies” Mean?
in Boyhood Studies
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Martin Ashley
Martin Ashley
Edge Hill University Ashleym@edgehill.ac.uk
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Jürgen Budde
Jürgen Budde
University of Halle juergen.budde@uni-flensburg.de
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Andrew Calimach
Andrew Calimach
Independent scholar, New York acalimach@gmail.com
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Heather Ellis
Heather Ellis
University of Oxford h.l.ellis@sheffield.ac.uk
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Pauline Farley
Pauline Farley
University of Western Australia
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Stephen T. Graef
Stephen T. Graef
University of Akron
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Diederik Janssen
Diederik Janssen
Independent researcher, The Netherlands diederikjanssen@gmail.com
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Amanda Keddie
Amanda Keddie
Griffith University a.keddie@uq.edu.au
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Bertha Mook
Bertha Mook
University of Ottawa mookb@uottawa.ca
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Peter Redman
Peter Redman
The Open University peter.redman@open.ac.uk
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Maria Elena Reyes
Maria Elena Reyes
University of Texas Pan American maria.reyes@utrgv.edu
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For this, the sixth issue of Thymos, which will conclude its third year of publication and with a lively plan of upcoming issues already in place, I asked the members of our editorial board and all past contributors to Thymos to informally respond to this question: “As someone who has written about ‘the boy’ and ‘boyhood’, how do you conceptualize and define these terms as you begin to study and write about issues facing ‘boys’, in the cities, in rural settings, in schools, in various contemporary cultures?” I also suggested that the meaning of “the boy” and “boyhood” may, in fact, be the central issue of boyhood studies at this point. The question elicited eleven remarkably different responses, which follow.