Loving (Lumpen) Masculinities: Teaching to Transform Heteropatriarchy, Toxic Masculinity, and Urban Misogyny

Autor/in	Camangian, Patrick Roz
Titel	Loving (Lumpen) Masculinities: Teaching to Transform Heteropatriarchy, Toxic Masculinity, and Urban Misogyny
Quelle	In: Equity & Excellence in Education, 54 (2021) 3, S.345-358 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2021.2010015
Schlagwörter	Masculinity; Males; African American Students; Gender Bias; Urban Schools; Females; Racial Bias; Social Influences; Power Structure; Grade 12; High School Students; Social Bias; English Instruction; Group Discussion; Consciousness Raising + Suchen Sie Ihr Suchwort? Männlichkeit; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Geschlechterstereotyp; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Weibliches Geschlecht; Racial discrimination; Rassismus; Sozialer Einfluss; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Oberschule; English langauage lessons; Englischunterricht; Gruppendiskussion; Bewusstseinsbildung
Abstract	An analysis of praxis can inform how teachers treat lumpen masculinities performed by young Black men, who are some of the most socially defiant and alienated from US schooling and upward mobility, specifically, and other cisgender boys of color, generally. To make sense of heteropatriarchy, toxic masculinity, and urban misogyny in the classroom, I drew on Black revolutionary and gender theory, as well as critical educational research. This critical teacher action research illustrates how addressing gendered conflict as teachers is often messy, imperfect, and full of tension. Findings also suggest that this type of teaching benefits boys who internalize and reproduce gendered contradictions, as well as girls and marginalized others who are vulnerable to these intersecting systems of oppression. I point to implications for praxis appropriate to healing from the raced, classed, and gendered fragmentation that oppressed people face under the current social system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01