Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
If we only could enlighten and modernise them: Masculinity, heterosexuality, class, metronormativity, modernity and other intersections in the Swedish debate on boys and achievement
Karlstad University, Faculty of Arts and Education, Department of Education.
2008 (English)Conference paper, (Refereed)
Abstract [en]

Although most boys in Sweden do rather well in school, a discourse constituting boys as uninterested in schoolwork, lazy and illiterate have become hegemonic in the Swedish discussions on boys, girls and schooling. In a report, grounded on available international and national statistics the author, inspired by Paul Willis discussion of the lads and masculinity theory, suggested that the gender difference highlighted by PISA, TIMSS and in Swedish education statistics might be an effect of masculinity and a male anti-achievement culture. Theoretical inspired by critical masculinity studies, feminist poststructuralism and queer theory and by taking its point of departure in an analyse of the discourses and stereotype descriptions of boys and girls repeated in this report, in policy discussions and presented at a conference this paper deals with how gender, class, heteronormatvity and metronormativity intersect in the construction of the problematic boy, the ideal pupil and knowledge in the Swedish context. One effect of contemporary policy focus on boys and their achievement and the repeated stereotype of the problematic underachieving boy, grounded in sociological studies and theories, is that a large group of well achieving boys as well as a group of low achieving girls which can be considered as more problematic have been neglected and made invisible in the debate. In the paper it is argued that the statistics as well as the description of the problematic boy, relays on and repeat a normalisation of a certain classed, metronormative and heterosexualised life story. Further it is argued that when a heteronormative and polarised gender concept based on Parsons complementary sex role manuscript and Connells concept of hegemonic masculinity is articulated together with a metronormative and colonial discourse, female teachers is given a mission to modernise rural, labour classed boys by changing their preferences and masculine practices, while male teachers are expected to increase boys achievements by making their education more masculine. In the paper the discourse of the problematic underachieving boy is also problematied by a study of boys in four primary school classes and in four vocational educations.

Place, publisher, year, edition, pages
2008.
Keyword [en]
Masculinity, gender, boys, achievement, school, sexuality, class, metronormativity, heteronorms, modernity
National Category
Gender Studies
Research subject
Gender Studies
Identifiers
URN: urn:nbn:se:kau:diva-20168OAI: oai:DiVA.org:kau-20168DiVA: diva2:593825
Conference
Paper presenterat på konferensen First ISA Forum of Sociology, Barcelona, Spain, September 5-8, 2008
Projects
Maskulinitet på schemat
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2013-01-21

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Nordberg, Marie
By organisation
Department of Education
Gender Studies

Search outside of DiVA

GoogleGoogle Scholar

Total: 32 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf