Masculinities and primary schooling : two case studies

Abstract

This thesis is a study of the ways in which hegemonic masculinity is
\nconstructed in two primary schools. Its principal perspective is feminist,
\nthough it draws heavily on the substantial body of work on masculinities
\nwithin sociology. Connell's (1987) understanding of hegemonic
\nmasculinity which informs much of the work in this area, underpins the
\ntheoretical framework for conceptualising how a school constructs specific
\nforms of masculinities which are powerfully shaped by ideologies and
\nstructures in wider society. The notion of 'critical incidents' is employed
\nto ascertain how social processes come together in specific combinations
\nin order to explore hegemonic and other modes of masculinities.
\nThis study is a feminist analysis of masculinities in school settings. As
\nsuch, methodological/theoretical issues occupy a central role.
\nThe research on which the study is based was conducted with teachers
\nand children in two primary schools located in different socio-economic
\nareas of the same city. In one school the focus was on a class of 6-7 year
\nolds, and in the other, on 9-10 year olds. The study adopts a qualitative
\nmethodology in the form of ethnography in order to explore teacher-pupil
\nclassroom behaviours and the peer relationships and social interaction of
\nchildren, with a particular focus on boys.
\nThe study both confirms findings of other research on masculinities and
\nprimary schools which show the importance of locale on constructions of
\nhegemonic masculinity and draws attention to previously
\nunacknowledged issues. Locating the research in a middle- and a
\nworking-class school enabled a comparison of the ways in which the
\ncharacteristics of a social area influence the processes of masculine
\nconstructions in a school. Also, the study considers the impact of the
\nEducation Reform Act (1988) on constructions of dominant masculinities
\nin schools. Importantly, these two ethnographic case studies have been
\nundertaken from a feminist position and the researcher's relationships
\nwith, and explorations of the relationships between, male teachers and
\nboys contribute new insights into how hegemonic masculinity is
\nconstructed, at the level of the school, through various discourses.