COLLUDING WITH OR CHALLENGING HEGEMONIC MASCULINITY?

Abstract

Research about masculinities in schools often focuses on hegemonic masculinity. This can have the effect of reinforcing the privilege associated with hegemonic masculinity, as well as overlooking differences amongst boys and the plural practices individual boys engage in. Drawing on empirical research in two South Australian primary schools with students aged 6–7 and 11–13, this article examines the complex ways in which boys engaged in plural gender practices. Practices differing from a discourse of (local) hegemonic masculinity related to three key themes: displaying ‘intelligence’ and being studious; involvement in traditionally ‘feminine’ activities; and being caring, loving family and friends, and engaging in cross-gender friendships. This article utilises these themes to argue that practices could work alongside or present challenges to practices relating to a discourse of hegemonic masculinity. An examination of how age and masculinities interweave suggests that a divide between hegemonic and other masculinities and practices is not as distinct as has often been theorised.

ACKNOWLEDGEMENTS

I would like to thank all of the participants in the research, and acknowledge the assistance of my thesis supervisors Professor Chris Beasley, Professor Emerita Chilla Bulbeck, and Associate Professor Susan Oakley, and others who have provided feedback on the ideas presented in this article.

Notes

1. The specific part of the episode that Stavros referred to portrays one boy as dominant in the mathematics class, yet this was not a legitimating hegemonic masculinity (hence he was not one of the ‘real boys’).

2. Apart from this example, students in my research rarely used negative descriptors or names relating to displaying ‘intelligence’ or being studious (cf. Renold 2005, 86–92; Swain 2002).