Extended editorial introduction to a double special issue on boys and schooling. Adopting a developmental perspective on boyhood, the editors frame these special issues on boys' education by reviewing research on their experience of schooling. In particular, they endeavor to illuminate boys' agency and opportunities they can find in schools for resistance to restrictive masculine regimes.
The Promise of Schooling for Boys
Michael C. Reichert and Joseph Nelson
Gender, Culture, and the Work of Home Schooling
Michael W. Apple
The secularity of the state is seen by 'authoritarian populist' religious conservatives as imposing a world-view that is out of touch with the deep religious commitments that guide their lives. In the process, authoritarian populists have taken on subaltern identities and claimed that they are the last truly dispossessed groups. To demonstrate their increasing power in educational and social policy, I situate a specific set of technologies—the Internet—within the social context of its use in this community. I focus on the growing home-schooling movement and suggest that to understand the societal meaning and uses of these technologies, we need to examine the social movement that provides the context for their use. I also argue that we need to analyze critically the kind of labor that is required in home schooling, who is engaged in such labor, and how such labor is interpreted by the actors who perform it.
Public Schooling and Political Changes in Early Nineteenth Century Switzerland
. Pinar 1 From 1770 onwards, various Swiss institutions, including churches, the media, politicians, and social organizations, increasingly began to define the responsibility of schooling towards society as a commitment to welfare, security, freedom
This article deals with religious discourse in modern history school textbooks in Ukraine that cover early modern times in Ukrainian history. It analyzes the place of religious discourse within national discourse, the correlation between local Ukrainian religious and more general discourse, and the representation of the relationships between Christian churches. Further, it defines a methodological approach and assesses the accuracy of facts presented in textbooks as well as the interpretation of religious life, normative language, and denominational labeling. It demonstrates the discrepancy between the achievements of academic historiography and school history, including the isolated and exclusive nature of history discourse in Ukrainian schools today.
Residential schooling has been widely blamed for destroying aboriginal cultures. This article, based on extensive fieldwork with Nenets schoolchildren in the Yamal Autonomous Okrug, argues that for Yamal Nenetses the residential school can become a part of their traditional culture. The article compares the experiences of Nenets pupils in the 1950s to those of Nenets pupils today. It argues that present-day residential school experience is different, owing to the large number of Nenetses living in settlements, the fact that Nenetses use their language in the settlement context, and the fact that elder kinsmen actively prepare tundra children for the experience of schooling.
Young Gay Males’ Experiences at School in Australia
This article is based on in-depth interviews with 14 young gay men aged between 18 and 25 years. Using narratives in a life-historical perspective the young men reflect upon their boyhood and adolescent years to highlight the many and varied issues confronting young gay males during this formative period. While a range of themes will be identified through use of inductive thematic analysis, it is the school environment and the process of schooling that highlights the issues associated with difference that young gay males confront while growing up. Life histories provide a unique method of understanding difference in the lives of individuals. Capturing the essence of meaning of a young gay male’s life (under the age of 18) through consensual research data is difficult due to the ethical dilemmas presented in requiring a parent or guardian to provide the right for participation. Therefore, life histories become even more important where young gay males are concerned in an attempt to understand the issues they confront while growing up gay in a heterosexualized culture.
Boys’ Polarized Perspectives on Reading
are at risk of failure, how schooling influences performances of masculinities, and the interplay of masculinities with everyday reading practices. As I have argued elsewhere ( Scholes 2013a , 2013b , forthcoming ), the underperformance of some boys
Disciplinary Violence at the Intersection of Race and Gender in Shifting Contexts
Catherine Kramarczuk Voulgarides
In this article, I explore how the social contract of schooling and the three functions of schooling (Noguera 2003)—to sort, to socialize, and to control— impact and constrain the freedom and agency of a group of young Black and Latinx men in one suburban school district that was experiencing sociodemographic shifts in the Northeastern United States. I use qualitative data to frame how the young men experience schooling, and I show how the local community context facilitates the institutionalization of discriminatory sorting processes and racially prejudiced norms. I also show how the young men are excessively controlled and monitored via zero tolerance disciplinary practices, which effectively constrains their humanity and capacity to freely exist in their school and which inadvertently strengthens the connective tissue between schools and prisons.
Textbooks in the Context of the
This piece defends the hypothesis that methodologically well-grounded historical textbook research is only possible if one has an understanding of the context in which textbooks acquire meaning. Based on the theory of a “grammar of schooling” (Tyack/Tobin; Cuban), the article develops a concept on the basis of which it is possible to describe particular contexts and the way in which they relate to teaching materials. Textbooks are thus understood as an element of the “grammar of schooling” and, from the perspective of discourse and theory, as a “point of intersection” between discourse and its corresponding teaching practice.
Images and Goals of Education in Dutch Educational Literature about Boys (1882-2005)
Angela J.M. Crott and Fabian Schurgers
Representations of the boy in Dutch educational literature shift considerably during the twentieth century while educational goals remain importantly unchanged. Optimism in education seen before the Second World War diminishes after the war as a result of social changes. While representations of boys take on increasingly negative tones, boys themselves may be changing little. This is suggested by the goals of education that remain constant during the entire century, goals which aim to free the boy as much as possible from troublesome behavior as mischief. Pedagogical aims to have boys adopt desired behavior, like courteousness, change during the 1970s and stress those of care and emotional strength. However, boys’ adoption of caring behaviors progresses so slowly the boy, often embraced as the hope of the fatherland in the first half of the twentieth century, is increasingly seen as a problem at the end of it.