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Boys, productive pedagogies and social justice

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conference contribution
posted on 2005-01-01, 00:00 authored by Amanda KeddieAmanda Keddie, M Mills
The issue of boys' education continues to dominate the gender agenda in Australian Education. Whilst concerned with the direction much of this debate has taken, we recognise that there are issues for some boys stemming from the ways in which certain masculinities have been valorised within the various communities that different boys inhabit. This paper will draw on a range of voices from schools to stress the importance of providing boys with curricula, pedagogies and assessment tasks that provide them with opportunities to explore and critically analyse their personal experiences of what it means to be 'masculine'. We argue that such an approach to boys' education has to avoid treating boys as 'disadvantaged' and instead has to be cognisant of the complexities surrounding gendered relations of power operating within boys' various communities. We suggest that the productive pedagogies framework provides an avenue through which such an approach to boys' education can be taken up in schools. We are mindful, however, that the gender just enactment of this pedagogical framework requires that teachers draw on key threshold knowledges about gender, masculinity and schooling. We present some of these knowledges and demonstrate their imperative in moving beyond reinscription to transformation of the gendered relations that constrain boys' and girls' schooling experiences.

History

Event

AARE International Education Research. Conference (2005 : Sydney, N.S.W.)

Pagination

1 - 23

Publisher

AARE

Location

Sydney, N.S.W.

Place of publication

Deakin, A.C.T.

Start date

2005-11-27

End date

2005-12-01

Language

eng

Publication classification

X Not reportable; E2.1 Full written paper - non-refereed / Abstract reviewed

Copyright notice

2005, The Authors

Title of proceedings

AARE 2005 : Proceedings of the International Education Research Conference

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