This paper describes the rise of boys’ education as a substantial social and educational issue in Australia in the 1990s, mapping the changes in Australian discourses on boys’ education in this period. Ideas and authors informed by the men’s movement entered the discourses about boys’ education, contributing to a wave of teacher experimentation and new ways of thinking about gender policies in schools. The author suggests that there is currently a policy impasse, and proposes a new multi-disciplinary approach bringing together academic, practitioner, policy, and public discourses on boys’ education.
A Missed Opportunity?
Considerations for Addressing Gender in Secondary School Settings
It has long been argued that gender considerations are an important factor in educational outcomes for students. The impact of social and of cultural beliefs concerning the value of education has often been implicated in gender differences in outcomes of schooling. While social constructions of masculinity warrant scrutiny both in society in general and in education, a focus on the social determinants of behaviour and attitudes does not always allow for full consideration of individual factors, such as affective or social-emotional determinants of responses to situations. This paper discusses the findings of a qualitative study of student perceptions of quality of school life and of student self-concept that was conducted in six different Australian schools. The findings of this study show that as well as gender differences, there were differences related to the school location, the socio-economic group the students belonged to, and the age of the student. These findings point towards the need to investigate gender in schools using an ecological model of gendered perceptions of school life that can take account of both individual and environmental factors.
Boys’ Polarized Perspectives on Reading
of boys internalize their positioning of reading in ways that influence their attitudes, engagement, and subsequently outcomes in reading. Multiple Masculinities Mainstream discussions of gender in education continue to emphasize a dichotomy starting
Foreign Governesses in Wallachia in the First Half of the Nineteenth Century
dynamics surrounding foreign governesses suggest the emergence of multiple, related modernities 72 throughout nineteenth-century Romanian space, and foreshadows future, late nineteenth-century Romanian debates on nation and gender in education. In the