The Cultural Production of English Masculinities in Late Modernity

Students enter schools today amid difficult, rapid social change, their sexuality and gender partly formed by family, peers, and the media. We are only beginning to understand the complex articulation between schooling, wider learning networks, and sexual/gender subjectivities. Current empirical and theoretical work in mas- culinity, sexuality, and education in England enables us to go beyond critiques of the New Right and re-engage critically with emerging social democratic models of education and to reconnect education with wider theoretical debates in the social sciences and political movements in civil society. Aujourd’hui, les jeunes entrent à l’école dans une période difficile, marquée par des changements sociaux rapides; leur perception de la sexualité et du sexe est déjà partiellement formée par leur famille, leurs pairs et les médias. Nous ne faisons que commencer à comprendre la jonction complexe entre l’école, les réseaux plus vastes d’apprentissage et les subjectivités ayant trait à la sexualité et au sexe. Les travaux théoriques et empiriques actuels sur la masculinité, la sexualité et l’éducation en Angleterre nous permettent de dépasser les critiques de la nouvelle droite, de réanalyser de façon éclairée les nouveaux modèles d’éducation de la démocratie sociale et de relier l’éducation aux débats théoriques plus vastes suscités par les sciences sociales et les mouvements politiques dans la société civile.

Performance and surveillance in an era of austerity: schooling the reflexive generation of Muslim young men

The last 15 years have seen a remarkable shift in the educational representation of British-born Muslim young men. In the media-led reclassification of them, from South Asian to Muslim, they have moved from ideal student to potential jihadist. This article draws upon a three-year ethnographic study with young Muslim men located within the West Midlands. A shared emphasis on structural issues across critical theoretical frameworks on neoliberalism, government discourses, such as Prevent, and counter narratives on Islamophobia serves to underplay young Muslim men’s subjectivity, and in so doing limits their self-authorization. We argue that at a time of intense state/institutional surveillance as a ‘suspect community’ and the criminalization of ethnic and religious difference, Muslim young men are in the process of negotiating late-modern urban masculine identities. Simultaneously, deploying a methodological reflexivity indicates that a re-reading of their narratives provides insights into recent political changes and national belonging

Higher Education, de-centred subjectivities and the emergence of a pedagogical self among Black and Muslim students

This article explores late modern Black and Muslim young men’s and women’s experiences of higher education. Carrying out qualitative research with 14 male and female young people, these students claimed that their Youth and Community Work course at their university made available an alternative representational space, enabling them to develop a major transformation of their sense of identity and self. In deploying the term pedagogical self, we are attempting to capture their naming pedagogy as central, in their terms, to the ‘reinvention of their selves’. We conclude by suggesting that our research participants’ narratives are located within an exploration of late modern identity and the self in higher education. In turn, this enables us to reflect on a generational shift in meanings around racialization and difference in thinking about the future of higher education in Britain

Supporting Fathers in Multi-Ethnic Societies: Insights from British Asian Fathers

AbstractThere is concern that current UK policy and intervention aimed at supporting fathers remains primarily informed by dominant White middle-class values and experiences, and therefore fails to respond adequately to the needs of Britain's diverse fathers. This paper contributes to understanding of ethnic diversity in fathering contexts, practices and experiences, by reporting findings from a qualitative study of British Asian fathers, involving in-depth interviews with fifty-nine fathers and thirty-three mothers from Bangladeshi Muslim, Pakistani Muslim, Gujarati Hindu and Punjabi Sikh background, and over eight additional respondents engaged through Key Informant interviews, ethnographic interviews and group discussions. The paper highlights four areas that require greater recognition by policy-makers and practitioners to appropriately meet the needs of fathers from diverse ethnic and socio-economic backgrounds. These are: recognising that fathers and mothers do not necessarily constitute an autonomous unit; appreciating diversity in fathers’ understandings of desirable child outcomes; addressing additional obstacles to achieving similar outcomes for children; and understanding that the boundaries and content of fathering are not universally recognised. Policies that are less normative and more responsive to diversity are essential to ensure that all fathers can be effectively supported.</jats:p

Labour market experiences of young UK Bangladeshi men: Identity, inclusion and exclusion in inner-city London

Detailed qualitative data are used to explore the processes perpetuatinglabour market disadvantage among young UK-Bangladeshi men living in central London. Strong forces of inclusion within the Bangladeshi community are found to interact with forces of exclusion from ‘mainstream’ society to constrain aspirations and limit opportunities. Though diverse forms of young Bangladeshi masculinity are found, a common pattern is heavy dependency on intra-ethnic networks. Negative experiences of and isolation from ‘mainstream’ society further reinforce reliance on ‘our own people’. However, acute ambivalence towards belonging to a dense Bangladeshi community exists, exemplified in the widespread denigration of the restaurant trade. Many respondents express the desire to ‘break out’ and access new experiences. The findings support current policy emphasis on ‘connecting people to work’ but highlight the more fundamental need to connect people across ethnic boundaries. The paper urges researchers to ‘unpack’ ethnicity to consider carefully what ethnic identity implies in terms of access to resources and opportunities for different individuals in different contexts in order better to understand the diversity of labour market outcomes and the persistence of disadvantage

Shifting Discourses from Boy Preference to Boy Crisis : Educating Boys and Nation Building in Neoliberal China

It is well established that China has emerged as a major economic power, resulting from the nation’s neoliberal modernization. What is less understood is the socio-cultural and educational impact of this change on public institutions. This article focuses on the education system, which is currently seen as central to delivering the nation’s modernization project, particularly through suzhi jiaoyu (education for quality). More specifically, we engage with a pervasive public discourse of a boy crisis. We suggest the need critically to explore the local (national) meanings within a contemporary Chinese context of this assumed projected crisis that appears to be established as a western phenomenon. We argue that the discourse of a boy crisis can be read as a strategic move to re-inscribe an earlier discourse, that of the boy preference, that in turn is discursively linked to nation building at a time of globally inflected socio-economic transformations

Tales from the playing field: black and minority ethnic students' experiences of physical education teacher education

This article presents findings from recent research exploring black and minority ethnic (BME) students’ experiences of Physical Education teacher education (PETE) in England (Flintoff, 2008). Despite policy initiatives to increase the ethnic diversity of teacher education cohorts, BME students are under-represented in PETE, making up just 2.94% of the 2007/8 national cohort, the year in which this research was conducted. Drawing on in-depth interviews and questionnaires with 25 BME students in PETE, the study sought to contribute to our limited knowledge and understanding of racial and ethnic difference in PE, and to show how ‘race,’ ethnicity and gender are interwoven in individuals’ embodied, everyday experiences of learning how to teach. In the article, two narratives in the form of fictional stories are used to present the findings. I suggest that narratives can be useful for engaging with the experiences of those previously silenced or ignored within Physical Education (PE); they are also designed to provoke an emotional as well as an intellectual response in the reader. Given that teacher education is a place where we should be engaging students, emotionally and politically, to think deeply about teaching, education and social justice and their place within these, I suggest that such stories of difference might have a useful place within a critical PETE pedagogy

Entrances and exits: changing perceptions of primary teaching as a career for men

Original article can be found at: http://www.informaworld.com/smpp/title~content=t713640830~db=all Copyright Informa / Taylor and Francis. DOI: 10.1080/03004430802352087The number of men in teaching has always been small, particularly in early childhood, but those that do come into teaching usually do so for the same reasons as women, namely enjoyment of working with children, of wanting to teach and wanting to make a difference to children's lives. However, in two separate studies, the authors have shown that on beginning teacher training in 1998, and at the point of leaving the profession in 2005, men and women tend to emphasise different concerns. This article will explore those differences and seek possible explanations for how men's views of teaching might be changing over time.Peer reviewe

Concealed concern: Fathers' experience of having a child with Juvenile Idiopathic Arthritis

Despite increased research into families of chronically ill children, more needs to be known about the father’s experience. We address this issue through asking: ‘What is it like to be the father of a child with juvenile idiopathic arthritis?’ (JIA). Four members of eight families with an adolescent diagnosed with JIA, including seven fathers, were interviewed and transcripts analyzed using grounded theory. This study suggests that fathers of children with JIA experience several severe losses which are exacerbated through comparisons they make between their own situation and that of fathers of healthy children. In addition, the fathers faced several constraints which reduced their opportunities to communicate with their ill child through shared activities. Fathers appeared to conceal their distress by adopting strategies of denial and distraction however their adjustment was facilitated, to some extent, by social support. They could also develop greater acceptance of their situation over time as the care of their ill child became assimilated into family life and constraints upon their life gradually reduced through the increased maturity of their son or daughter with JIA. These findings have implications for healthcare professionals and voluntary organizations

‘Manic mums’ and ‘distant dads’? Gendered geographies of care and the journey to school

This is the post-print version of the final paper published in Health & Place. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2011 Elsevier B.V.Research in the geographies of care has identified the central role of mothers in caring for children, although much less explored are the experiences of men who also participate in care. Drawing upon research conducted in the UK with children and their families, this paper contributes to existing debates in the geographies of care by exploring a relatively new space of caring, namely the escort of primary school children to and from school and other settings. The paper explores mothers’ and fathers’ involvement in escorting children, the extent and nature of participation and also how distinct gendered forms of caring practices are established. In doing so, the paper also considers the importance of place and local cultures of parenting which inform these gendered carescapes