Boys in "Trouble": Contestations, Contradictions and Conflicting Notions of Coloured High School Masculinities

Autor/in	Anderson, Bronwynne
Titel	Boys in "Trouble": Contestations, Contradictions and Conflicting Notions of Coloured High School Masculinities
Quelle	In: South African Journal of Education, 40 (2020), Artikel 1758 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Bronwynne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; High School Students; Males; Blacks; Student Behavior; Behavior Problems; Masculinity; Student Experience; Student Attitudes; Student School Relationship; Compliance (Psychology); Conflict; Dropouts; Teacher Student Relationship; Ethnography; Discipline; Labeling (of Persons); South Africa + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Black person; Schwarzer; Student behaviour; Schülerverhalten; Männlichkeit; Studienerfahrung; Schüler-Lehrer-Beziehung; Konflikt; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnografie; Disziplin; Labeling-Ansatz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article focuses of 13 high school boys' experiences of getting into "trouble" in a former Coloured township high school in KwaZulu-Natal Province. This ethnographic study explored the reasons for boys being considered "troublesome" at school. Data collection included focus groups, semi-structured open-ended individual interviews and non-participant observation. Using the social constructionist perspective of masculinity as an analytical lens, the findings show that these boys' schooling experiences are fraught with anti-schooling, anti-academic and anti-authoritarian attitudes and behaviours. They construct themselves as dominant, unafraid and unwilling to conform to school rules, which brings them into conflict with authorities. While some of the group expressed determination to ameliorate their lives, others dropped out of school prematurely. Teacher attitudes are central to either perpetuating "trouble" or being sensitive to these boys' schooling woes. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01