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
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
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.
Roger Ascham has been credited with rehabilitating Elizabeth Tudor's image after a near-disastrous seduction at the hands of her stepmother's husband Thomas Seymour. But in many ways Ascham's tutelage merely continues a process the Lord Admiral had already begun, educating a young girl about what to wear, how to comport herself, and how to regard her male teacher, all necessary steps in the programme Vives details as removing 'the residue of her infancy'. This essay examines Ascham's seductions and Seymour's pedagogy with the larger aim of exploring the Tudor classroom, at once an official site of humanist learning and kind of rival space where women were taught to read and to write and to counteract the designs of male teachers. If images of Lucretia and Griselda resurface in accounts of Elizabeth's prodigious learning, there were other female figures - like Katherine Parr and Anne Boleyn, Elizabeth's governess Kat Ashley and the Duchess of Suffolk - who shaped a humanism of the household just as crucial as the humanism of the university.
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.
Narratives of Four Jamaican Girls’ Identity and Academic Success
Rowena Linton and Lorna McLean
). Girls have achieved higher grades than boys throughout what is essentially mandatory schooling for nearly a century ( Voyer and Voyer 2014 ). Black girls continue to redefine academic boundaries and reject unmerited social norms in (re)claiming their own
Mapping the Molecular in the Lives of Girls
Jessica Ringrose. 2013. Postfeminist Education? Girls and the Sexual Politics of Schooling. London: Routledge
A Critical Realist Approach
but also involved the structure of the schooling system because “the overemphasis on ‘credentialism of intellectual education’ in schools that caused the negligence of the moral and group education.” Alexis suggested that what the government needs do
Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction
Gerrit F. Gorter, Hilda T. A. Amsing and Jeroen J. H. Dekker
education, by contrast, focuses on the attitude with which the object is approached. In our further discussion we understand formal education to mean mental schooling, an approach that is characteristic of the humanistic ideology of education. “Just as the