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Every good boy does fine: Policy eco...

Weaver-Hightower, Marcus B.

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Every good boy does fine: Policy ecology, masculinity politics, and the development and implementation of Australian policy on the education of boys, 2000--2005.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Every good boy does fine: Policy ecology, masculinity politics, and the development and implementation of Australian policy on the education of boys, 2000--2005./
Author:	Weaver-Hightower, Marcus B.
Description:	672 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4508.
Contained By:	Dissertation Abstracts International67-12A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3245733
ISBN:	9781109843385

Every good boy does fine: Policy ecology, masculinity politics, and the development and implementation of Australian policy on the education of boys, 2000--2005.
Weaver-Hightower, Marcus B.

Every good boy does fine: Policy ecology, masculinity politics, and the development and implementation of Australian policy on the education of boys, 2000--2005. - 672 p.

Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4508.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2006.

In 2002, the Australian Government released the world's first national level policy on the education of boys, in the form of a report, Boys: Getting it Right. This dissertation examines the report, its production, and its implications over five years, along with the report's uniquely Australian cultural underpinnings, its conservative political contours, its resulting initiatives, and its application in select schools. Specific focus involves critically scrutinizing the strongly conservative politics of Boys: Getting it Right. Through analysis of interviews, public hearings, written submissions, and references, the study shows that recuperative masculinity politics were highly represented on the committee that produced the report, among the witnesses and experts relied on most, and in the resulting initiatives. I also develop a metaphor for understanding policymaking contexts as "policy ecologies" and argue for the report itself as a policy. Then, applying methods of critical qualitative research and analysis, I explore the international, national, and local contexts of the policy-report. In the international context, Boys: Getting it Right participates in a general "boy turn" in gender and education research and practice. Its national roots include Australia's colonial history; size, population, and geography; dynamics of gender, race, and class; and its particular, mythical brand of masculinity. The policy-report's local implications are examined in two case studies. One describes a cluster of schools conducting a Boys' Education Lighthouse Schools grant project, an initiative following from Boys: Getting it Right. The other investigates a private religious school, one with policy independence, to determine the ways it approached boys' education and the report. Using these cases, I discuss reasons educators pursue boys' education or do not and the ways in which they approach these issues. The study also considers the (pro)feminist resistance to the policy, and it offers suggestions for empirical hope and "situated strategizing" for progressive groups in the face of strong contextual shifts in favor of conservative boy advocates. Then, finally, the comparative lessons of Australia's boys' education policy and the policy ecology metaphor are applied to the United States, where boys' issues, by contrast, are more diffuse, localized, and structurally limited.

ISBN: 9781109843385Subjects--Topical Terms:

626654
Education, Sociology of.

Every good boy does fine: Policy ecology, masculinity politics, and the development and implementation of Australian policy on the education of boys, 2000--2005.
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520 $a In 2002, the Australian Government released the world's first national level policy on the education of boys, in the form of a report, Boys: Getting it Right. This dissertation examines the report, its production, and its implications over five years, along with the report's uniquely Australian cultural underpinnings, its conservative political contours, its resulting initiatives, and its application in select schools. Specific focus involves critically scrutinizing the strongly conservative politics of Boys: Getting it Right. Through analysis of interviews, public hearings, written submissions, and references, the study shows that recuperative masculinity politics were highly represented on the committee that produced the report, among the witnesses and experts relied on most, and in the resulting initiatives. I also develop a metaphor for understanding policymaking contexts as "policy ecologies" and argue for the report itself as a policy. Then, applying methods of critical qualitative research and analysis, I explore the international, national, and local contexts of the policy-report. In the international context, Boys: Getting it Right participates in a general "boy turn" in gender and education research and practice. Its national roots include Australia's colonial history; size, population, and geography; dynamics of gender, race, and class; and its particular, mythical brand of masculinity. The policy-report's local implications are examined in two case studies. One describes a cluster of schools conducting a Boys' Education Lighthouse Schools grant project, an initiative following from Boys: Getting it Right. The other investigates a private religious school, one with policy independence, to determine the ways it approached boys' education and the report. Using these cases, I discuss reasons educators pursue boys' education or do not and the ways in which they approach these issues. The study also considers the (pro)feminist resistance to the policy, and it offers suggestions for empirical hope and "situated strategizing" for progressive groups in the face of strong contextual shifts in favor of conservative boy advocates. Then, finally, the comparative lessons of Australia's boys' education policy and the policy ecology metaphor are applied to the United States, where boys' issues, by contrast, are more diffuse, localized, and structurally limited.
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