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ERIC Number: ED354993
Record Type: RIE
Publication Date: 1991-Jan
Pages: 14
Abstractor: N/A
ISSN: ISSN-1101-6418
The Raising of a Peaceful Boy. Peace Education Miniprints, No. 8.
Brock-Utne, Birgit
During the years 1986-1988, a Swedish research project called "Sons" tried to provide some tentative answers to questions raised by the recent focus on gender issues in peace education. A total of 20 feminist and 20 traditional mothers of sons were interviewed concerning their ideas about the development of their sons and about the difficulties they had encountered in providing their sons with peace education. The interviews revealed that almost all the mothers wanted to raise a nonsexist son and gentle boy, and thus wanted to provide them with an alternative education. Nevertheless, most of the mothers felt that they did not succeed in educating their sons the way they had originally wanted to. Feminist mothers never used a biological argument when their sons developed into more typical males than the mothers had wanted them to. Feminist mothers deplored the influence of sports clubs to which their sons belonged, noting that they fostered a competitive and rough spirit. More than half the feminist mothers, as opposed to a quarter of the traditional mothers, had given their sons dolls. In many cases, the mothers in general saw the children's father as the main obstacle to the boy's peace education, insofar as the father wanted his sons to be treated tougher and rougher than the mothers wanted them to be treated. Other adverse social influences, such as those of other parents or the father's friends, were noted. Brief concluding remarks address the strength of environmental pressures on boys to conform to the traditional male model. (HOD)
Preparedness for Peace, Malmo School of Education, Box 23501, S-200 45 Malmo, Sweden (15 SEK, or U.S., $3).
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: School of Education, Malmo (Sweden).
Grant or Contract Numbers: N/A