Better Men? Gendered Culturalized Citizenship in Male Emancipation Projects in the Netherlands

Huis, Iris van

doi:10.1007/978-1-4614-6931-5_8

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…In order to invite men to take part in their projects, they argued that they needed to connect with the participating men; they tried to understand what the men were interested in and organised activities that they thought would benefit men's lives and would appeal to men (van Huis 2014). This idea of connecting with men and masculinities can also be recognised in the specific spaces and locations where the interventions take place, which often had gendered characteristics.…”

Section: 'Found' Images: Talking and Doing Spacesmentioning

confidence: 99%

Coffee, Cookies and Cards: The Use of Visuals and Materiality to Reproduce and Transform Masculinity in Dutch Social Work Interventions

Huis¹,

Haar²

2015

GV/GR

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Abstract:In what way do gender -specific interventions aimed at marginalised men reproduce and transform masculinities, and what kind of masculinity do social professionals, who carry out these projects, work with? This paper analyses how visual materials, spaces and artefacts enable professionals to deal with masculinity and gender -equality issues when working with men whom they assume hold traditional views on masculinity and gender roles. A three -year study of semi -public interventions that worked on individual empowerment, participation and gender equality with marginalised men in the Netherlands revealed that the professionals found it difficult to raise gender -equality issues. In contrast to the other project goals of individual empowerment and participation, gender -equality issues created a discomfort. The authors also discovered that gender equality in most cases was dealt with in more subtle ways than the issues of individual empowerment and participation. In this context, professionals worked with an ideal version of what the 'new' masculinity of the participants would look like, which we labelled 'pacified masculinity'. The paper empirically shows how social professionals benefit from the use of space, images and artefacts to break down rigid gender roles and potentially enable men to construct other versions of masculine identity. Moreover, we argue that visuals and materiality create room for a reflection on the role of men in women's emancipation.

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Section: 'Found' Images: Talking and Doing Spacesmentioning

confidence: 99%

Coffee, Cookies and Cards: The Use of Visuals and Materiality to Reproduce and Transform Masculinity in Dutch Social Work Interventions

Huis¹,

Haar²

2015

GV/GR

Self Cite

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“…The participating teachers seemed to agree with this. The results suggest that they are influenced by dominant political and societal rhetoric about the need for non-Western immigrants to assimilate into Dutch society (Van Huis, 2014). It is not surprising then that the teachers in our study focused their care on what they saw as a homogenous group of non-Western immigrant boys and used Dutch norms about order and justice to teach or discipline the boys into compliance.…”

Section: Conclusion and Discussionmentioning

confidence: 77%

“…Our research also showed how this push towards compliance into Dutchness was embedded in/ intersected with a gender discourse. In their efforts to socialize "macho" boys into Dutch society, teachers used specific forms of care that endorsed practices of masculinity enacted by "these boys" (Van Huis, 2014). These practices of masculinities, often described as hegemonic, are also embedded in many discourses around "sporty boys" who are often constructed as the desirable norm in global PE (Connell, 2008;Drummond, 2003;Fagrell, Larsson & Redelius, 2011).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Paradoxes of inclusive teaching practices and the beautiful between

Doodewaard¹

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Imagine a PE teacher in a secondary school where "teaching inclusively" is one of the main principles. The school proclaims they work towards respect and acceptation of all kinds of differences. The teacher asserts this is good for children and society, because: "those who join inclusive settings in schools learn to overcome differences. That's how we work towards an inclusive world" (as is mentioned in the school's brochure). That is what a PE teacher tries to achieve every day: working together to create a better world by educating children towards good, happy, and healthy citizenship. In daily practice she 1 will experience that not all students are interested in PE. She encounters students who feel ashamed of their bodies being on public display due to disability, size, or ineptness. She takes students into account who lack proper clothes due to poverty or haven't had breakfast before coming to school. She struggles with what she calls boisterous boys and uninterested girls. She tries to keep the peace and abolishes ethnic and racialized-based quarrels among students from the gym. She is proud that PE offers an opportunity to excel to those who do poorly in cognitive subjects. She engages with students who see PE lessons as a time to show off their skills, while others want to chill out during a school day, etc. And while the teacher is trying to include everyone and make sure all enjoy PE in her heterogeneous groups, she also has to assign grades, contribute to social integration and citizenship, encourage personal development, inspire students to develop healthy habits, and to be physically active in leisure time (while she does the same), etc. She strives to meet professional standards defining what is described as necessary for PE to be a good experience. She experiences many dilemmas in this educational endeavor in her 24 PE-lessons in a week.Such daily practices of PE teachers are embedded in political notions about inclusive education at a national and international level. One of the first international policy initiatives to define and promote inclusion in education came in the Salamanca statement (United Nations Educational Scientific and Cultural Organization (UNESCO), 1994). In this statement, which was signed in Salamanca, 92 countries, including the Netherlands, promised to work on increasing the participation and limiting the unnecessary exclusion of students with Special Educational Needs (SEN) in "regular" schools 2 (Magnússon, 2019). The focus of the promise was based on the assumption that all aspects of schooling must change if inclusion is to occur: the curriculum needs to be reformed, exclusionary practices Recent reports show that teachers think that integrating "other" students into the classroom has become more difficult and more complex (Ledoux & Waslander, 2020). This "othering" of (groups of) students who are named as needing to be integrated, may have emerged from the language of policies of inclusive education that aimed to regulate and limit the flow of children and youth to speci...

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Perceived differences and preferred norms: Dutch physical educators constructing gendered ethnicity

Doodewaard

Knoppers

2016

Gender and Education

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Many physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive studentteacher relationship and may result in practices of inclusion, exclusion and marginalisation. The purpose of this paper was to explore how Dutch PE teachers construct their relationship with their students and manage differences in ME classes. Using video stimulation, we interviewed 11 Dutch secondary school PE teachers about their teaching and managing of ME classes. Findings showed that these teachers tended to target a specific group of boys in their teaching and class management. In addition, their class management seemed to be based on an invisible norm about appropriate student behaviour.

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Better Men? Gendered Culturalized Citizenship in Male Emancipation Projects in the Netherlands

Cited by 3 publications

References 9 publications

Coffee, Cookies and Cards: The Use of Visuals and Materiality to Reproduce and Transform Masculinity in Dutch Social Work Interventions

Coffee, Cookies and Cards: The Use of Visuals and Materiality to Reproduce and Transform Masculinity in Dutch Social Work Interventions

Paradoxes of inclusive teaching practices and the beautiful between

Perceived differences and preferred norms: Dutch physical educators constructing gendered ethnicity

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