The 'feminisation of schooling' or 're-masculinising' primary education?[1]

Skelton, Christine

doi:10.1080/09620210200200084

Cited by 153 publications

(132 citation statements)

References 11 publications

(12 reference statements)

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“…However, the assumed location of these young men at pole position has become unsteady, and the young women who are seen to be vying for it may have become the enemy. It has been argued that white middle class women are ideal neoliberal educational subject, outperforming boys and young men and embodying the confident adaptability which is a contemporary employment requirement (Skelton 2002, Harris 2004, Williams et al 2008. Related to this, the idea that women are winning the contemporary 'battle of the sexes' is popular in many Western countries (Phipps andYoung 2015b, Harris 2004).…”

Section: Laddism In Social Spacementioning

confidence: 99%

“…However, the term became associated primarily with the white working classes in the UK through Paul Willis' iconic study Learning to Labour (1977), which positioned 'the lads' as rebels against academia and authority for constructing them as 'failures'. This analysis maintained resonance into the 1980s and 90s, especially given the decline in traditional working class skilled and semi-skilled male jobs linked to the apprenticeship system (Skelton 2002).…”

Section: Contexualising Gendermentioning

confidence: 99%

“…Discussions of 'lad cultures' in the UK and 'bro cultures' in the US are often punctuated by worries about 'sexualised' youth communities and particular artifacts or practices such as pornography or 'promiscuous' sexual activity (Chrisler et al 2012). 'Boys' underachievement' debates in the UK have located the issue in the performance of laddism (Francis and Archer 2005), yet placed the blame on the feminisation of schooling (Skelton 2002), a narrative which is also starting to have resonance in relation to universities. Current concerns about 'lad culture' in the UK have also been linked to anxieties around the opening up of higher education through widening participation (WP) agendas focused on class and race (Phipps 2015).…”

Section: Contexualising Gendermentioning

confidence: 99%

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(Re)theorising laddish masculinities in higher education

Phipps

2016

Gender and Education

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In the context of renewed debates and interest in this area, this paper reframes the theoretical agenda around laddish masculinities in UK higher education, and similar masculinities overseas. These can be contextualised within consumerist neoliberal rationalities, the neoconservative backlash against feminism and other social justice movements, and the postfeminist belief that women are winning the 'battle of the sexes'. Contemporary discussions of 'lad culture' have rightly centred sexism and men¹s violence against women: however, we need a more intersectional analysis. In the UK a key intersecting category is social class, and there is evidence that while working class articulations of laddism proceed from being dominated within alienating education systems, middle class and elite versions are a reaction to feeling dominated due to a loss of gender, class and race privilege. These are important differences, and we need to know more about the conditions which shape and produce particular performances of laddism, in interaction with masculinities articulated by other social groups. It is perhaps unhelpful, therefore, to collapse these social positions and identities under the banner of 'lad culture', as has been done in the past. IntroductionIn the past 20 years, critical studies of men and masculinities have burgeoned (Beasley 2012). A broad body of work across the social/biological sciences and humanities, focusing on men's and boys' identities and a variety of social problems such as mental health issues, unemployment, educational underachievement and violence, has been paralleled by the development of a policy literature on how gender issues affect men (Kimmel, Hearn and Connell 2004). Laddism as both an identity performance and social practice has been a key part of this canon, investigated as a phenomenon in itself and positioned as a causal factor in relation to a number of 'men's issues'. Since 2010, the figure of the 'lad' has especially come to dominate discussions around masculinities in UK higher education, and has been associated with concerns about sexual harassment and violence. However, there have been few attempts as yet to (re)theorise and contextualise contemporary laddish masculinities, a space I wish to occupy in this paper.

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Section: Laddism In Social Spacementioning

confidence: 99%

Section: Contexualising Gendermentioning

confidence: 99%

Section: Contexualising Gendermentioning

confidence: 99%

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(Re)theorising laddish masculinities in higher education

Phipps

2016

Gender and Education

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“…Entre as professoras, todas, exceto uma, que se mostra ambivalente (E12), se revelam seguras de que o maior sucesso das raparigas não está relacionado com a «feminização do ensino»; que os «ambientes feminizados» (Skelton 2002) não afetam a qualidade da educação e do ensino, entendendo que as/os professoras/es devem conseguir chegar a todas as crianças. E assim é, caso contrário, as raparigas não teriam mais sucesso quando são lecionadas por professores, como se verifica.…”

Section: Expectativas Socialização De Género Consciencialização Dasunclassified

“…Além disso, a política educacional atual não desafia os estereótipos de género convencionais. É preciso facilitar modos alternativos de masculinidade e feminilidade através de uma «remasculinização» da educação (Skelton 2002). A solução proposta é sustentada por noções binárias e essencialistas, assentes nas teorias da socialização dos papéis de género que surgiram nas décadas de 1970/80.…”

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Género e (in)sucesso escolar: perspetivas de professoras/es do ensino básico sobre possíveis consequências da feminização do ensino

Santos

2017

ex aequo

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ResumoA presença crescente das raparigas nas escolas registada nos últimos anos, associada ao seu maior desempenho escolar em comparação com os rapazes, levou ao ressurgimento de alguma ansiedade social. A sobrerrepresentação das mulheres no corpo docente tem sido apontada como uma das razões para o menor desempenho escolar dos rapazes devido à ausência de role models masculinos. Numa perspetiva de género, este artigo apresenta uma reflexão sustentada por alguns resultados de um estudo que envolveu entrevistas individuais semiestruturadas a 18 professoras/es do 1.º ciclo do ensino básico, com idades entre os 31 e os 61 anos, que entendem que a «feminização da docência» não afeta a oferta de educação de qualidade, e identifica diversos fatores que poderão contribuir para explicar o fenómeno do «in/sucesso escolar» dos/as alunos/as, como a falta de consciencialização sobre o género. Palavras-chave:Género, educação, feminização da docência, docentes do ensino básico. Abstract Gender and school (un)success: perspectives of primary school teachers on possible consequences of the feminization of teachingThe growing presence of girls in schools registered in recent years, coupled with their greater school performance compared to their male peers, has led to the resurgence of some social anxiety. The overrepresentation of women in the teaching staff has been pointed out as one reason driving the poorer performance of male students due to the lack of masculine role models. From a gender perspective, this article presents a reflection supported by some results of a study that involved individual, semi-structured interviews with 18 male and female elementary school teachers between 31 and 61 years old, who understand that the «feminization of teaching» does not affect the provision of quality education, and identifies several factors that may contribute to explain the phenomenon of «school non/success» of male and female students, such as the lack of gender awareness. La croissante présence des filles dans les écoles enregistrées ces dernières années, associée à leur rendement scolaire supérieur, par rapport à leurs pairs masculins, a conduit à la résurgence d'une certaine anxiété sociale. La surreprésentation des femmes dans le corps enseignant a été identifiée comme l'une des raisons de la faible performance scolaire des garçons dû à l'absence de role models masculins. Dans une perspective de genre, cet article présente une réflexion soutenue par quelques résultats d'une étude portant sur des entretiens individuels semi-structurés avec 18 enseignant.e.s du primaire âgés de 31 à 61 ans, qui entendent que la «féminisation de l'enseignement» n'affecte pas la qualité de l'édu-cation, et identifie plusieurs facteurs qui peuvent contribuer à expliquer le phénomène de «l'in/succès scolaire» des étudient.e.s, comme le manque de conscience sur le genre. Keywords

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How child‐centred education favours some learners more than others

Power

Rhys

Taylor

et al. 2018

Review of Education

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Debates on how best to educate young children have been raging over the last 100 years—more often fuelled by ideological preferences rather than empirical evidence. To some extent this is hardly surprising given the difficulty of examining pupil progress in a systematic and comparative way. However, the introduction of a new child‐centred curriculum in Wales provides the opportunity to undertake just such an examination. The Foundation Phase curriculum, introduced in 2008, is designed to provide all 3‐ to 7‐year‐olds with a developmental, experiential, play‐based approach to learning. Evidence from a major 3‐year evaluation of this intervention finds that, overall, pupil progress and well‐being is fostered in those settings where the principles of the Foundation Phase have been most closely followed. However, the evidence also suggests that even within these contexts, progress is uneven and that some kinds of children seem to gain more from this approach than others. The ‘losers’ appear to be boys and those living in poverty. Drawing on the theories of Basil Bernstein, the paper explores why this may be the case and examines the relative significance of teacher dispositions, teacher–learner dynamics and the availability of resources. The paper concludes by arguing that these issues will need to be addressed if the benefits of child‐centred approaches are to benefit all.

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The 'feminisation of schooling' or 're-masculinising' primary education?[1]

Cited by 153 publications

References 11 publications

(Re)theorising laddish masculinities in higher education

(Re)theorising laddish masculinities in higher education

Género e (in)sucesso escolar: perspetivas de professoras/es do ensino básico sobre possíveis consequências da feminização do ensino

How child‐centred education favours some learners more than others

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