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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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Steven Roberts and Karla Elliott

stereotypes of other boys and men in the margins, including those with disability, men of color and queer people, result in similarly harmful positionings, and disparaging treatments of one marginalized group so often have implications for multiple groups of

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Michael R. M. Ward

heterosexuality. The fourth article, by Mellie Torres and colleagues, examines how Latino boys (re)conceptualize, (re)construct, and challenge stereotypical master narratives of Latino masculinity. Utilizing a mixed methods approach, the authors draw on the

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The Men and the Boys, Twenty Years On

Revisiting Raewyn Connell's Pivotal Text

Victoria Cann, Sebastián Madrid, Kopano Ratele, Anna Tarrant, Michael R.M. Ward, and Raewyn Connell

often simplistically depicted as regressive and violent in response to their marginalization. Focusing on representations of working-class boys and men in this article, Roberts and Elliott illustrate the stereotypical treatment of “men in the margins

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Michael R. M. Ward and Thomas Thurnell-Read

. The individuals we include and the diversity of the places they inhabit reveal how identity construction is closely tied to conventional expectations of boyhood and masculinity, traditions, and even stereotypes that sometimes stifle ways of being and