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Contending with school reform

Neoliberal restructuring, racial politics, and resistance in post-Katrina New Orleans

Mathilde Lind Gustavussen

’t certified and have no idea of the culture of this city. This quote is from a community engagement meeting I attended in October 2014 at McDonogh 35 Senior High School in the New Orleans neighborhood of Tremé. The meeting was organized by a citizen

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Introduction

Masculinity and Boyhood Constructions in the School-to-Prison Pipeline

Edward Fergus and Juwan Bennett

The conversation on the school-to-prison pipeline among boys of color is complex and involves understanding how the 4 C’s— classroom, cops, courts, and community— interface to create a pipeline. However, what has been underconceptualized is whether and how notions of masculinity and boyhood that emerge within these institutions may operate as an invisible connective tissue across these institutions. In other words, the manner in which the bodies of Black and Latino males are viewed, interacted with, and treated within these institutions provides a rationalizing frame for how the actions within institutions occur. In this special issue, we theorize that, to understand the ways in which the school-to-prison pipeline operates for boys of color, there needs to be theoretical exploration through empirical work of what notions of masculinity are promoted and detracted within these institutions during boyhood. This interdisciplinary special issue of Boyhood Studies provides a conceptual exploration of how male bodies of color are constructed within and across these institutions, e.g., suspensions (schools), arrests (police), sentencing (courts), and violence (communities) in order to establish the pipeline as concretized through “normative” or oppressive notions of masculinity and boyhood.

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Eckhardt Fuchs

The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.

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Introduction

Anthropological Approaches to the Study of Children in the Middle East

Erika Friedl and Abderrahmane Moussaoui

high birth rate fell and keeps falling dramatically, changing family size, family structure and adults’ attitudes toward children; where literacy is expanding and schools modify the very concept of childhood; where changing work patterns alter intra

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Carlo Barone and Gianluca Argentin

In July 2015, the so-called Good School reform was approved. This measure introduces several novelties in the school sector, including an increase in resources. The reform was strongly promoted by Prime Minister Renzi, who has simplified the traditional processes of engagement with the teachers’ unions. The aim is to empower school principals and teachers in a meritocratic framework, to overcome the lack of job stability for teachers by establishing new mechanisms of recruitment, and to open schools to extracurricular activities and vocational experiences. These important innovations, which are needed to improve the existing state of affairs, sound more like announcements rather than concrete commitments. In fact, there is a gap between the communication dimension of the reform, which is very effective, and its actual design, which in many aspects is approximate. There is therefore a real risk that the future implementation of the Good School reform might be less substantive than originally perceived.

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Suzan Hirsch

This paper reports on case studies spanning four consecutive years (2005-2008) focused on addressing and challenging Australian primary school boys’ disengagement with English, particularly reading, using an action research process informed by both quantitative and qualitative data. Primary participants were all male and ranged from 8 to 11 years of age. Boys were identified and selected for each case study based on the questionnaire and interview results from whole grade surveys of both males and females. The data results identified the boys with negative views of literacy and boys who identified reading as being a feminine activity, thereby narrowing their perceptions of masculinity. These boys were involved in a reading/mentoring program with high profile professional Rugby League players. The celebrity rugby league players were involved in ten weekly mentoring and reading sessions with male participants each year. These sessions focused on building positive male identity, shifting negative attitudes to reading and challenging negative stereotypes of both professional sportsmen and boys as readers. After each of the case studies, quantitative and qualitative data indicated a positive change in the participants’ attitudes towards reading as well as their perceived stereotypes of males as readers and increased involvement in voluntary reading.

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Gluckman's Legacy

A Seminar Review

Isak Niehaus

Werbner, Richard. (2020), Anthropology after Gluckman: The Manchester School, Colonial and Postcolonial Transformations (Manchester: Manchester University Press). Richard Werbner's new monograph was the topic of a lively online African

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Mixed Message Media

Girls’ Voices and Civic Engagement in Student Journalism

Piotr S. Bobkowski and Genelle I. Belmas

. Programs like these can foster an engaged citizenship among participating girls ( Caron 2011 ). The educational programs discussed in this literature often operate outside of formal school structures: the participants meet outside school hours, often not on

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“I Hope Nobody Feels Harassed”

Teacher Complicity in Gender Inequality in a Middle School

Susan McCullough

Gender Dominance and Symbolic Violence Gender Dominance To begin with, it is important to clarify what I mean by gender dominance. I argue that at my research site, Fort Defiance Middle School (FDMS), 1 boys and girls were performing

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“Like Alice, I was Brave”

The Girl in the Text in Olemaun’s Residential School Narratives

Roxanne Harde

residential school ( Fatty Legs (2010) and When I Was Eight (2013) ) and the difficulties she encountered upon her return to her family and community ( A Stranger at Home (2011) and Not My Girl (2014) ). Set in the early 1940s, in the middle of the