Engaging Boys in Gender Transformative Pedagogy: Navigating Discomfort, Vulnerability and Empathy

Autor/in	Keddie, Amanda
Titel	Engaging Boys in Gender Transformative Pedagogy: Navigating Discomfort, Vulnerability and Empathy
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 3, S.401-414 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keddie, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1977980
Schlagwörter	Males; Gender Issues; Masculinity; Sex Role; Psychological Patterns; Empathy; Reflection; Social Justice; Foreign Countries; Transformative Learning; Australia + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Geschlechterfrage; Männlichkeit; Geschlechterrolle; Empathie; Soziale Gerechtigkeit; Ausland; Pädagogische Transformation; Australien
Abstract	Schools have long played a significant role in teaching students the values of gender respect and equity. These values have been embedded in education policy and practice in contexts such as Australia for decades. In the current #MeToo moment, there has been renewed emphasis on gender transformative teaching in schools. This work, however, is difficult and discomforting especially in relation to problematising issues of masculine entitlement with boys. The complexities and intensities of emotion associated with this discomfort are the focus of this paper. The paper considers three areas that are important for educators to contemplate in how they approach this work: (1) the significance of pedagogic discomfort; (2) the pedagogical principle of mutual vulnerability; and (3) the value of strategic empathy and ethical self-reflection. These areas of focus are central to engaging boys in gender transformative pedagogy and are particularly important given the broader backlash context against feminism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01