Issues in Implementing Boys’ Programme in Schools: Male teachers and empowerment

Abstract

In recent times the neologism ‘boyswork’ has surfaced in Australian educational discourse. The term usually refers to programmes which are introduced into schools specifically for boys. Such programmes may represent either a backlash politics, which argues that schools no longer cater to the needs of boys, or a (pro)feminist politics, which contends that the creation of a more just society will entail boys acknowledging and acting to undermine their privileged positioning within existing gendered relations of power. The former politics emphasise the importance of having male teachers working with boys and suggest that many of the problems associated with boys, for example, their behaviour, can be remedied through attempts to empower boys by improving their self-esteem. This article provides a profeminist response to these arguments and draws on interview data obtained from teachers and boys in two Australian State High Schools were (pro)feminist boyswork programmes were conducted on the issue of ‘gender and violence. It is argued here that men do need to be working with boys on gender issues. However, this is not because men can do this work better than women, but rather because men have a responsibility to challenge the existing gender order. One way in which male teachers can do this is by exploring with boys the relationships between dominant forms of masculinity and violence. The article also argues that whilst this exploration should be conducted respectfully, the empowerment of boys should not be the focus of such programmes.