Challenging the Pervasiveness of Hypermasculinity and Heteronormativity in an All-Boys' School

Autor/inn/en	Hickey, Chris; Mooney, Amanda
Titel	Challenging the Pervasiveness of Hypermasculinity and Heteronormativity in an All-Boys' School
Quelle	In: Australian Educational Researcher, 45 (2018) 2, S.237-253 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mooney, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-017-0249-4
Schlagwörter	Single Sex Schools; Males; Case Studies; Masculinity; Females; Teachers; Principals; Women Faculty; Qualitative Research; Interviews; School Personnel; Power Structure; Social Bias; Social Attitudes + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Case study; Fallstudie; Case Study; Männlichkeit; Weibliches Geschlecht; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Frauenakademie; Weibliche Gelehrte; Qualitative Forschung; Interviewing; Interviewtechnik; Schulpersonal; Social attidude; Soziale Einstellung
Abstract	There is a rich, albeit chequered, history around single-sex schooling providing an educational option for nurturing the particular educational interests and needs of boys. While all-boys' schools continue to position themselves at the forefront of contemporary masculine endeavour, they are simultaneously forced to fend off accusations that they are proverbial hot beds for the reproduction of gendered hegemony. Whereas some boys' schools appear content with their 'masculine' profile, others appear more eager to present themselves as projecting tolerant and inclusive environments wherein respectful gender relations are actively encouraged. Situated within a wider case study, this paper examines how one all-boys' school sought to foster gender inclusivity through a strategic initiative to increase the number of female teaching staff and the appointment of a female deputy principal. The data presented here focus on qualitative research interviews undertaken with key members of staff around 5 years after the initiative was introduced to the school. Our interpretation of the data draws largely on selected works of Michel Foucault to explore the discourse-power relations that sustain enduring hypermasculine and heteronormative values within the school. This lens provides a framework to interrogate how gendered constructions of professional identity are framed within such a context, and the spaces that exist for them to be challenged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01