By John Whelen

ISBN-10: 0203827805

ISBN-13: 9780203827802

ISBN-10: 0415879175

ISBN-13: 9780415879170

This e-book offers an ethnographic research of the reviews of teenage boys in an Australian highschool. It follows a gaggle of 13 to 15 12 months olds over a interval of greater than years, and seeks to comprehend why such a lot of boys say they hate institution but get pleasure from being with each other of their day-by-day confrontations with the formal college. The research recognizes the continued importance of the "boys' debate" to policy-makers and the media, and consequently to lecturers and fogeys, yet strikes it on from problems with gender building and the panic approximately fulfillment to the wider query of what it's to adventure being schooled as a boy within the new liberal academic atmosphere.

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John Whelen's Boys and Their Schooling: The Experience of Becoming Someone PDF

This publication offers an ethnographic research of the reviews of teenage boys in an Australian highschool. It follows a gaggle of 13 to 15 yr olds over a interval of greater than years, and seeks to comprehend why such a lot of boys say they hate college but take pleasure in being with each other of their day-by-day confrontations with the formal college.

Additional resources for Boys and Their Schooling: The Experience of Becoming Someone Else (Routledge Research in Education)

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To the observer, what another is experiencing may be thought of as behavior, or action: what is seen is the person having (an) experience. The ethnographer, just like the “other” in the ethnographic encounter, may therefore be present as a witness at the constitution of the “other’s” experience, or may participate in its constitution, or may even help reconstitute it discursively in memory. The “other” may agree to share, or recall, such experiences in a later discursive context, but in the telling it may be subject to censorship, repression, embellishment, or any of the many possible interpretive maneuvers of which Delamont (2002, 2004) is so concerned.

Biddulph, 2002: 27) INTRODUCTION In this chapter I undertake a review of how schoolboys have been represented in a variety of sources both within and outside the academy with reference to the claims made by competing discourses in Australia. On the one hand, writers I shall designate as essentialist hold that many (perhaps all) schoolboys are suffering because schools ignore what is referred to as their core masculinity in ways I discuss later in the chapter. On the other hand, feminist and profeminist writers tend to argue that in so far as there are problems posed by disaffected boys, they are the consequence of the construction of an oppositional, hegemonic masculinity which creates problems not only for girls and women but also for other boys and teachers generally.

2; also Butler, 1993: 13). In Butler’s view, the distinction between the one who speaks and the one who becomes a subject “(untethers) the speech act from the sovereign subject (and) founds an alternative notion of agency” (ibid. 15); alternative, that is, to the view that “speech is taken to be a sign of agency” (ibid. 17 In so far as a speech act such as interpellation has future effects, Butler argues that it signifies “a theory of linguistic agency” (ibid. 15), separate and different from conventional notions of agency as a property of the subject, and therefore of what she refers to as “linguistic existence” (ibid.

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Boys and Their Schooling: The Experience of Becoming Someone Else (Routledge Research in Education) by John Whelen


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