Titlebook: Boys and Schooling; Beyond Structural Re Bob Lingard,Wayne Martino,Martin Mills Book 2009 Palgrave Macmillan, a division of Macmillan Publi

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,Boys’ Peer Group Relationships in Schools,dings of boys and masculinities. We have also demonstrated how such initiatives have failed to engage with research-based under-standings about boys, which draw attention to the significance of the social and cultural dimensions of gender identity formation (see Way and Chu, 2004). In this chapter w

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Conclusion: Beyond Recuperative Masculinity Politics,of forms in these various locations. However, common in many of the most strident calls to action in terms of boys’ educa-tion has been the claim that contemporary schooling has failed boys. In this book we have reiterated the need to temper the rhetoric sur-rounding the dominant approaches to addre

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Conclusion: Beyond Recuperative Masculinity Politics,ed ‘boy-friendly’ approaches, which for the most part, continue to be hijacked by a recuperative masculinity politics. Such a politics has failed to address how broader social and structural inequalities and systemic forces intersect with gender for specific groups of boys and girls to impact signif

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Jewelry 2020 – On the Heels of Apparelactice which would recognize the complexity of both the categories of boys and girls, or rather practices of masculinity and femininity, and acknowledge as well other factors such as social class, poverty, ethnicity, sexuality, disability and so on.

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https://doi.org/10.1057/9780230118423d and which have contributed significantly to our understanding of boys’ social relation-ships in schools. Our aim is to illustrate the need for educators and policy makers to engage with a research-based knowledge about the differences that exist amongst boys and how socio-cultural influences have

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