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1. The Politics of Veiling, Gender and the Muslim Subject: On the Limits and Possibilities of Anti-Racist Education in the Aftermath of September 11 (EJ810240)
Author(s):
Martino, Wayne; Rezai-Rashti, Goli M.
Source:
Discourse: Studies in the Cultural Politics of Education, v29 n3 p417-431 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Terrorism; Feminism; Social Theories; Social Influences; Cultural Influences; Cultural Pluralism; Muslims; Multicultural Education; Racial Relations; Sexuality; Gender Discrimination; Gender Bias; Social Bias; Racial Bias; Resistance (Psychology); Islamic Culture; Politics of Education
Abstract: This paper draws on feminist, postcolonial and queer analytic frameworks to address the pedagogical significance of veiling and the Muslim subject in the aftermath of September 11. It addresses questions related to the knowledge and analytic frameworks needed to engage pedagogically with a politics of difference vis-a-vis the gendered body and practices of veiling in the context of teacher and public school education. The paper discusses implications for developing an approach to anti-racist education that is capable of addressing the limits of Orientalist representations of veiled women, while still entertaining a critique of heteronormativity and sexism as they apply across the Orientalist divide. The pedagogical implications of such tensions are explored in light of drawing on bodies of knowledge that attend to the historical specificity of gender and race relations, as well as engaging with analytic frameworks that inform a knowledge of the body as a cultural signifier. We conclude that a basis for articulating an anti-racist politics must be capable of engaging with a more sophisticated understanding of gender relations, sexuality, agency, and resistance within the context of interrogating narratives about the practices of veiling and unveiling. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Lure of Hegemonic Masculinity: Investigating the Dynamics of Gender Relations in Two Male Elementary School Teachers' Lives (EJ820068)
Martino, Wayne
International Journal of Qualitative Studies in Education (QSE), v21 n6 p575-603 Nov 2008
2008-11-00
Journal Articles; Reports - Research
Descriptors: Masculinity; Males; Elementary School Teachers; Social Class; Teaching Methods; Educational Philosophy; Self Concept; Sexuality; Role Models; Educational Policy; Foreign Countries; Interviews; Critical Theory; Case Studies
Abstract: This paper is based on an investigation into the dynamics of masculinity in two male elementary school teachers' lives. It draws on a poststructuralist approach to empirical analysis that is informed by Sondergaard who argues for the need to attend to the "constitution of social practices and cultural patterns" through which subjects make sense of their lived experiences. This approach, it is argued, is supported by Convery who stresses the need to "sensitively confront" the identity claims that are inscribed through teacher narratives. In this sense, the author provides an account of the dynamics of masculinity in two male elementary school teachers' lives, which attend to issues of sexuality and social class in examining how gendered identity management impacts on pedagogical practices and philosophical approaches to teaching. This poststructuralist analytic inquiry, with its emphasis on interrogating essentialized notions of fixed identity, illuminates the contradictory practices of hegemonic masculinity in male elementary school teachers' lives. Such empirical inquiry, it is further argued, is necessary given the failure of educational policy, in its insistence on the need for more male role models in elementary schools, to deal adequately with the complexities and significance of male teachers' masculinities. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Male Teachers as Role Models: Addressing Issues of Masculinity, Pedagogy and the Re-Masculinization of Schooling (EJ786265)
Martino, Wayne John
Curriculum Inquiry, v38 n2 p189-223 Mar 2008
2008-03-00
Descriptors: Role Models; Elementary Schools; Teacher Shortage; Sexual Orientation; Homosexuality; Politics; Elementary School Teachers; Educational Policy; Males; Masculinity; Sex Role; Research Methodology; Teaching (Occupation)
Abstract: This article focuses on the call for more male teachers as role models in elementary schools and treats it as a manifestation of "recuperative masculinity politics" ( Lingard & Douglas, 1999). Attention is drawn to the problematic gap between neo-liberal educational policy-related discussions about male teacher shortage in elementary schools and research-based literature which provides a more nuanced analysis of the impact of gender relations on male teachers' lives and developing professional identities. In this sense, the article achieves three objectives: (1) it provides a context and historical overview of the emergence and re-emergence of the male role model rhetoric as a necessary basis for understanding the politics of "doing women's work" and the anxieties about the status of masculinity that this incites for male elementary school teachers; (2) it contributes to existing literature which traces the manifestation of these anxieties in current concerns expressed in the popular media about the dearth of male teachers; (3) it provides a focus on research-based literature to highlight the political significance of denying knowledge about the role that homophobia, compulsory heterosexuality and hegemonic masculinity play in "doing women's work." Thus the article provides a much-needed interrogation of the failure of educational policy and policy-related discourse to address the significance of male teachers "doing women's work" through employing an analytic framework that refutes discourses about the supposed detrimental influences of the feminization of elementary schooling. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Sacrificial Girls: A Case Study of the Impact of Streaming and Setting on Gender Reform (EJ771185)
Charlton, Emma; Mills, Martin; Martino, Wayne; Beckett, Lori
British Educational Research Journal, v33 n4 p459-478 Aug 2007
2007-08-00
Descriptors: Females; Sex Fairness; Males; Disadvantaged; Disadvantaged Schools; Affirmative Action; Educational Change; Educational Policy; Case Studies; Equal Education; High Schools; Foreign Countries
Abstract: This article reports on research funded by the Australian Research Council to investigate school responses to gender equity. It addresses the efforts of a disadvantaged school to tackle what they perceived to be gender inequalities, but in the process of constructing a top-set and bottom-set/stream class they are developing new forms of old inequalities and new forms of inequalities. This research indicates that despite popular assertions that girls' education has become the priority of schools and education systems, girls are being further disadvantaged through attempts to implement market strategies coupled with gender reform agendas grounded in liberal notions of equity and relying on unsophisticated notions of affirmative action. In addition, this study highlights the extent to which a media-driven debate about boys' education has influenced the constitution of boys as the "new disadvantaged" with the capacity to determine the nature of gender reform agendas and programmes in schools. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Gender-Based Literacy Reform: A Question of Challenging or Recuperating Gender Binaries (EJ780771)
Martino, Wayne; Kehler, Michael
Canadian Journal of Education, v30 n2 p406-431 2007
2007-00-00
Journal Articles; Reports - Evaluative
Descriptors: Males; Educational Change; Emergent Literacy; Masculinity; Gender Issues; Gender Differences
Abstract: In this article we offer a research-based response to and critique of approaches suggested to address boys' literacy and pedagogical reform. Our aim is to open up a dialogue by examining the conceptual limits imposed by casting boys as particular sorts of literate subjects. We argue against officially sanctioned literacy practices that fail to engage with research-based literature that raises serious questions about gender reform initiatives. We suggest caution and further informed dialogue in response to media generated public concerns and educational policies aimed at remasculinizing schools rather than interrogating gender binaries. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Questioning Masculinities: Interrogating Boys' Capacities for Self-Problematization in Schools (EJ771847)
Kehler, Michael; Martino, Wayne
Canadian Journal of Education, v30 n1 p90-112 2007
Descriptors: Foreign Countries; Masculinity; Males; Adolescents; Interviews; Educational Attitudes; News Media; Gender Differences; Student Attitudes; Educational Experience
Abstract: In drawing on selected interviews with adolescent boys from both Australia and North America, we present an analysis of boys' own capacities for interrogating gender normalisation in their school lives. We set this analysis against a critique of the public media debates about boys' education, which continue to be fuelled by a moral panic about the status of boys as the new disadvantaged. Our aim is to raise questions about boys' existing capacities for problematizing social relations of masculinity and how these might be mobilized in schools to support a counter-hegemonic practice committed to interrogating gender oppression. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Getting Boys' Education "Right": The Australian Government's Parliamentary Inquiry Report as an Exemplary Instance of Recuperative Masculinity Politics (EJ753295)
Mills, Martin; Martino, Wayne; Lingard, Bob
British Journal of Sociology of Education, v28 n1 p5-21 Jan 2007
2007-01-00
Descriptors: Rhetorical Theory; Politics of Education; Masculinity; Sex Role; Males; Educational Assessment; Reports; Investigations; Federal Regulation; Academic Achievement; Performance Based Assessment; Portfolios (Background Materials); Context Effect; Role Models; Foreign Countries
Abstract: This paper focuses on the Australian federal Parliamentary Inquiry into Boys' Education, "Boys: Getting it Right", which is shown to be an exemplary instance of recuperative masculinity politics. The paper demonstrates how, through a variety of rhetorical strategies, its anti-feminist politics are masked and how the report works with essentialised differences between boys and girls. The argument is demonstrated through a focus on a number of the report's recommendations, including the call for a recasting of current gender policy, the need for creating so-called "boy-friendly" curricula, assessment and pedagogical practices, and for employment of more male teachers. The report draws on populist literature and submissions from the boys' lobby, as well as practice-oriented submissions to the neglect of theoretically oriented and (pro-)feminist work. As such, the significance of the construction of masculinities to boys' attachment to and performances in school is totally neglected, limiting the value of the report's recommendations for improving schooling for both boys and girls. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Male Teachers and the "Boy Problem": An Issue of Recuperative Masculinity Politics (EJ768611)
McGill Journal of Education, v41 n2 p113-131 Spr 2006
2006-00-00
Information Analyses; Journal Articles; Reports - Research
Descriptors: Foreign Countries; Politics; Role Models; Masculinity; Males; Gender Issues; Correlation; Teacher Characteristics; Feminism; Gender Differences; Social Bias; Social Influences; Teaching (Occupation); Equal Opportunities (Jobs); Homosexuality; Stereotypes
Abstract: In this paper, we interrogate the call for more male role models within the context of boys' education debates in Australia and North America. We explicate links between failing masculinities and this call for more male teachers, arguing that the debate is driven by a "recuperative masculinity politics" committed to addressing the perceived feminization of schooling and its detrimental effect on boys' education. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Tyranny of Surveillance: Male Teachers and the Policing of Masculinities in a Single Sex School (EJ719162)
Martino, Wayne; Frank, Blye
Gender and Education, v18 n1 p17-33 Jan 2006
2006-01-00
Descriptors: Foreign Countries; Teaching Methods; Role Models; Masculinity; Males; Secondary School Teachers; Single Sex Schools; Teacher Student Relationship; Gender Issues; Teacher Role; High School Students
Abstract: This paper draws on research into male teachers in one single sex high school in the Australian context to highlight how issues of masculinity impact on their pedagogical practices and relationships with boys. The study is situated within the broader international field of research on male teachers, masculinities and schooling in Australia, the UK and the US and provides further knowledge about the gendered dimensions of male teachers' pedagogical practices in secondary schools. The authors argue for the urgent need to interrogate the impact of masculinities in male teachers' lives at school, given the call for more male role models to ameliorate the supposed feminizing and emasculating influences of schools on boys' lives. A particular Foucauldian perspective, which draws on surveillance and its key role in practices of gender subjectification, is used to provide insight into how two male teachers learn to police their masculinities and to fashion pedagogical practices under the normalizing gaze of their male students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Interrogating Single-Sex Classes as a Strategy for Addressing Boys' Educational and Social Needs (EJ719263)
Martino, Wayne; Mills, Martin; Lingard, Bob
Oxford Review of Education, v31 n2 p237-254 Jun 2005
2005-06-00
Descriptors: Teaching Methods; Teacher Attitudes; Single Sex Classes; Foreign Countries; Knowledge Level; Case Studies; Student Attitudes; Administrator Attitudes; Interviews; Sex Stereotypes
Abstract: This paper explores the policy of single-sex classes that is currently being adopted in some schools as a strategy for addressing boys educational and social needs. It draws on research in one Australian government, coeducational primary school to examine teachers' and students' experiences of this strategy. Interviews with the principal, male and female teachers responsible for teaching the single-sex classes and the students involved in these classes are used to illustrate the impact and effect of the strategy on pedagogical practices in this particular school. The data are used to raise critical questions about the impact and effects of teachers' pedagogical practices in light of the current literature and research about single-sex classes. In this case study, it was found that teachers had a tendency to modify their pedagogical practices and the curriculum to suit stereotypical constructions about boys' and girls' supposed oppositional orientations to learning. It is concluded that teacher knowledges and assumptions about gender play an important role in the execution of their pedagogies in the single-sex classroom. (Contains 4 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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