Teaching Men: Masculinity, Narrative and Pedagogy

Teaching Men explores how text and context, trope and history, narrative and construction operate within educational settings to produce and promote strategic styles of masculinity.  This project highlights the importance of narrative, fictional and otherwise in the practice and design of teaching, education and masculinity.

Teaching Men promotes that varying histories of masculinity are encapsulated within fictional and literary texts. These texts, in turn, directly influence masculine practices both within and beyond the classroom. We investigate how ‘the boys’, the subject of much scrutiny by sociologists and politicians alike, are not the only gendered agents operating within this setting that are influenced by fictional narratives. Both teachers, parents and the institutions themselves are also vulnerable to the ideas that fictional narratives help design, promote and sustain.

The discipline of literary studies offers a theoretical framework that considers fictional texts away from the pedagogical context. Similarly studies within educational discourse often valorize the context and often ignore the influence of the fictional texts that are promoted within them. It is my intention to fuse the theoretical tools from both of these disciplines in order to delineate a field that recognizes the authority and richness of both disciplines. In so doing I intend to highlight and explore the importance of fictional texts in the practice and design of teaching, education and masculinity.