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Critically examining men, masculinit...

Sternod, Brandon M.

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Critically examining men, masculinities, and culture: Boys in crisis and male teachers as role models.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Critically examining men, masculinities, and culture: Boys in crisis and male teachers as role models./
Author:	Sternod, Brandon M.
Description:	230 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4531.
Contained By:	Dissertation Abstracts International70-12A.
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388534
ISBN:	9781109548464

Critically examining men, masculinities, and culture: Boys in crisis and male teachers as role models.
Sternod, Brandon M.

Critically examining men, masculinities, and culture: Boys in crisis and male teachers as role models. - 230 p.

Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4531.

Thesis (Ph.D.)--Washington State University, 2009.

This study is a Foucauldian analysis of the discourse of masculinity with a particular focus on education and schooling. Specifically, the author addresses a recent phenomenon in education known as the "boy crisis" and the related call for the recruitment of more male teachers to serve as "role models" for boys and young men. Utilizing Foucauldian archaeological methodologies, the author first critically examines several discursive fields from different historical periods and academic disciplines. In doing so, he reveals numerous historical ruptures and discontinuities and demonstrates how concepts such as masculinity, boyhood, and "male role models" are perpetually constructed and reconstructed to sustain existing power apparatuses. Next, the popular written news media discourse about the "boy crisis" and "male role models" from the United States from 1997 to 2007 is scrutinized utilizing Foucauldian genealogical methodologies. In this examination, the author identifies several dominant themes within the discourse that are highly influenced by and uncritically assume certain "common sense" beliefs about masculinity, boyhood, and male role models. He also locates a number of alternatives discourses that reveal a wider range of possibilities and the means of resistance for male teachers and students alike. Finally, the author concludes by proposing that educators, regardless of gender, consider adopting a "mythopoetic model of transgression"---a profeminist, socially-just theoretical model based on cross-cultural myths and mythological archetypes.

ISBN: 9781109548464Subjects--Topical Terms:

1019158
Education, General.

Critically examining men, masculinities, and culture: Boys in crisis and male teachers as role models.
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100 1 $a Sternod, Brandon M. $3 1671956
245 1 0 $a Critically examining men, masculinities, and culture: Boys in crisis and male teachers as role models.
300 $a 230 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4531.
500 $a Adviser: Pamela J. Bettis.
502 $a Thesis (Ph.D.)--Washington State University, 2009.
520 $a This study is a Foucauldian analysis of the discourse of masculinity with a particular focus on education and schooling. Specifically, the author addresses a recent phenomenon in education known as the "boy crisis" and the related call for the recruitment of more male teachers to serve as "role models" for boys and young men. Utilizing Foucauldian archaeological methodologies, the author first critically examines several discursive fields from different historical periods and academic disciplines. In doing so, he reveals numerous historical ruptures and discontinuities and demonstrates how concepts such as masculinity, boyhood, and "male role models" are perpetually constructed and reconstructed to sustain existing power apparatuses. Next, the popular written news media discourse about the "boy crisis" and "male role models" from the United States from 1997 to 2007 is scrutinized utilizing Foucauldian genealogical methodologies. In this examination, the author identifies several dominant themes within the discourse that are highly influenced by and uncritically assume certain "common sense" beliefs about masculinity, boyhood, and male role models. He also locates a number of alternatives discourses that reveal a wider range of possibilities and the means of resistance for male teachers and students alike. Finally, the author concludes by proposing that educators, regardless of gender, consider adopting a "mythopoetic model of transgression"---a profeminist, socially-just theoretical model based on cross-cultural myths and mythological archetypes.
590 $a School code: 0251.
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650 4 $a Gender Studies. $3 898693
650 4 $a Education, Philosophy of. $3 783746
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710 2 $a Washington State University. $3 678588
773 0 $t Dissertation Abstracts International $g 70-12A.
790 1 0 $a Bettis, Pamela J., $e advisor
790 $a 0251
791 $a Ph.D.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388534