Skelton, Christine (1998) Masculinities and primary schooling : two case studies. PhD thesis, University of Warwick.

Preview

PDF WRAP_THESIS_Skelton_1998.pdf - Submitted Version - Requires a PDF viewer. Download (16Mb)

Request Changes to record.

Abstract

This thesis is a study of the ways in which hegemonic masculinity is
constructed in two primary schools. Its principal perspective is feminist,
though it draws heavily on the substantial body of work on masculinities
within sociology. Connell's (1987) understanding of hegemonic
masculinity which informs much of the work in this area, underpins the
theoretical framework for conceptualising how a school constructs specific
forms of masculinities which are powerfully shaped by ideologies and
structures in wider society. The notion of 'critical incidents' is employed
to ascertain how social processes come together in specific combinations
in order to explore hegemonic and other modes of masculinities.
This study is a feminist analysis of masculinities in school settings. As
such, methodological/theoretical issues occupy a central role.
The research on which the study is based was conducted with teachers
and children in two primary schools located in different socio-economic
areas of the same city. In one school the focus was on a class of 6-7 year
olds, and in the other, on 9-10 year olds. The study adopts a qualitative
methodology in the form of ethnography in order to explore teacher-pupil
classroom behaviours and the peer relationships and social interaction of
children, with a particular focus on boys.
The study both confirms findings of other research on masculinities and
primary schools which show the importance of locale on constructions of
hegemonic masculinity and draws attention to previously
unacknowledged issues. Locating the research in a middle- and a
working-class school enabled a comparison of the ways in which the
characteristics of a social area influence the processes of masculine
constructions in a school. Also, the study considers the impact of the
Education Reform Act (1988) on constructions of dominant masculinities
in schools. Importantly, these two ethnographic case studies have been
undertaken from a feminist position and the researcher's relationships
with, and explorations of the relationships between, male teachers and
boys contribute new insights into how hegemonic masculinity is
constructed, at the level of the school, through various discourses.

Item Type:	Thesis (PhD)
Subjects:	L Education > LC Special aspects of education
Library of Congress Subject Headings (LCSH):	Masculinity, Education, Primary -- Great Britain -- Case studies, Male elementary school teachers -- Great Britain -- Case studies, Schoolboys -- Great Britain -- Case studies
Official Date:	September 1998
Dates:	Date Event September 1998 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Sikes, Patricia J. ; Troyna, Barry
Extent:	[x], 346 leaves
Language:	eng

Request changes or add full text files to a record

Repository staff actions (login required)

View Item

Downloads