Keddie, Amanda (2004) Working with boys’ peer cultures: productive pedagogies... productive boys. Curriculum Perspectives, 24 (1). pp. 20-29. ISSN 0159-7868
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Official URL: http://www.acsa.edu.au/pages/page100.asp
Peer culture is particularly powerful in shaping boys' anti-school attitudes and behaviours, in causing disruption, harassment, hostility and aggression. Peer networks are said to comprise a means through which boys can explore, negotiate and practice a range of social and sexual identities. There is little agreement on how best to address issues of gender, in particular masculinity, within the school environment. Through examining some of the key issues in this area, this paper identifies how specific interventions and recommendations within the sphere of boys' education might either enable or constrain the improvement of academic and social outcomes. Following a discussion on interventions for working with boys which might be seen as limited, this paper draws on the integrative social justice focus of Productive Pedagogies, to explore particular strategies for working with boys' peer cultures to facilitate boys' disruption and reworking of essentialist understandings of masculinities.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||Author version not held.|
|Uncontrolled Keywords:||behaviour problems; classroom environment; gender issues; males; masculinity; peer influence; peer relationship; sex differences; teaching process|
|Fields of Research (FOR2008):||13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified|
17 Psychology and Cognitive Sciences > 1701 Psychology > 170105 Gender Psychology
13 Education > 1303 Specialist Studies in Education > 130308 Gender, Sexuality and Education
|Subjects:||330000 Education > 330100 Education Studies > 330101 Educational Psychology|
|Socio-Economic Objective (SEO2008):||C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development|
|Deposited On:||02 Apr 2010 12:50|
|Last Modified:||06 Apr 2010 17:04|
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