By John Whelen
This e-book offers an ethnographic learn of the studies of teenage boys in an Australian highschool. It follows a gaggle of 13 to 15 yr olds over a interval of greater than years, and seeks to comprehend why such a lot of boys say they hate college but get pleasure from being with each other of their day-by-day confrontations with the formal college. The examine recognizes the continued importance of the "boys' debate" to policy-makers and the media, and for that reason to lecturers and oldsters, yet strikes it on from problems with gender development and the panic approximately fulfillment to the wider query of what it really is to adventure being schooled as a boy within the new liberal academic atmosphere.
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Extra info for Boys and Their Schooling: The Experience of Becoming Someone Else (Routledge Research in Education)
Sample text
The “other” may agree to share, or recall, such experiences in a later discursive context, but in the telling it may be subject to censorship, repression, embellishment, or any of the many possible interpretive maneuvers of which Delamont (2002, 2004) is so concerned. , 2010), or it may seem that such experience has become indistinguishable from temporal flow, merely received and recalled by the consciousness of one who, to all intents and purposes, presents him- or herself as a unified, coherent self.
18) – in this case subjectivity – and thus to give the one so hailed “a certain possibility for social existence” (ibid. 2; also Butler, 1993: 13). In Butler’s view, the distinction between the one who speaks and the one who becomes a subject “(untethers) the speech act from the sovereign subject (and) founds an alternative notion of agency” (ibid. 15); alternative, that is, to the view that “speech is taken to be a sign of agency” (ibid. 17 In so far as a speech act such as interpellation has future effects, Butler argues that it signifies “a theory of linguistic agency” (ibid.
2 A VIEW FROM THE HIGH GROUND Before referring in more detail to the policy context within which the debate has been carried out since the early 1990s in Australia, I will briefly discuss the dominant discourses that have sustained the debate from a profeminist perspective. Lingard and Douglas (1999: 132–33), for example, characterize the position of Biddulph (1994, 1997) and the men’s rights movement as one of “recuperative masculinity” (a “male repair” agenda), regarding all boys as homogeneous and in need of more male teachers, more active modes of learning, the involvement of fathers, intergenerational male guidance for boys and a reaffirmation of (largely unquestioned) masculine identities.