ERIC Number: ED401349
Record Type: RIE
Publication Date: 1996
Why Masculine Gender Studies? Education, Curriculum, and Masculine Gender Construction.
This paper explores how white male adolescents construct themselves and the "other" within the context of reading and responding to multicultural literature. The purpose of the paper is not to derive a theory of adolescent male gender construction, but to see how gender is put into discourse and how white males appropriate those discourses to construct social masculinities. While feminist studies as a discipline has become a powerful influence, masculine studies remains a marginal activity, even in the academy. White males have seen themselves as the norm by which others are measured. In education, the study of white male literature, history, philosophy, and science has been the curriculum. Masculine studies would examine issues that have been ignored for centuries. Recreating public education to meet the needs of an increasingly diverse population that has not been served equally historically calls for reexamining the white male paradigm. Even young white boys know that they will be white men and are able to use the power this will give them. In effect, the white male paradigm has oppressed not only minorities but also white males themselves. Critically rereading historically white male texts can reveal much about the social construction of masculinity. An analysis of the character Christopher Robin, from A. A. Milne's Winnie-the-Pooh stories, shows the construction of the man by the boy. (Contains 208 references.) (SLD)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A