Academic literature on the topic 'Fractured Masculinities'

The man’s behavior in society is regulated by the concept of masculinity. This is a cultural concept which varies according to the place where the man grows up. In Colombia, the masculinity concept is permeated by the reality of armed conflict. In this context, masculinity has three fundamental characteristics: heterosexual, vigorous, provider/protector. In this article, the Colombian masculinity concept is analyzed in three contemporary Colombian plays written by women. This analysis allows for understanding the theater as the scenery where the masculinity concept can be broken. Also, a scenery where the society can recognize the multiplicity of masculinities which live in men.

abstract: Given the profound influence that schools have on students’ genders and the existing scholarly research in the field of education studies which draws clear implications between practices of schooling and sanctioning and promoting particular gender subjectivities, often in alignment with traditional norms, I conduct a critical ethnography to examine the practices of gender in one eighth grade English language arts (ELA) classroom at an arts-missioned charter school. I do this to explore how ELA instruction at an arts charter school may provide opportunities for students to do gender differently. To guide this dissertation theoretically, I rely on the process philosophy of Erin Manning (2016, 2013, 2007) to examine the processual interactions among of student movement, choreography, materiality, research-creation, language, and art. Thus, methods for this study include field notes, student assignments, interviews and focus groups, student created art, maps, and architectural plans. In the analysis, I attempt to allow the data to live on their own, and I hope to give them voice to speak to the reader in a way that they spoke to me. Some of them speak through ethnodrama; some of them speak through autoethnography, visual art and cartography, and yet others through various transcriptions. Through these modes of analysis, I am thinking-doing-writing. The analysis also includes my thinking with fields – the fields of gender studies, qualitative inquiry, educational research, English education, and critical theory. In an attempt to take to the fields, I weave all of these through each other, through Manning and other theorists and through my ongoing perceptions of event-happenings and what it means to do qualitative research in education. Accordingly, this dissertation engages with the various fields to reconsider how school practices might conceive the ways in which they produce gender, and how students perceive gender within the school space. In this way, the dissertation provides ways of thinking that may unearth what was previously cast aside or uncover possibilities for what was previously unthought.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019

Drawing on the work of legal scholar Kimberlé Crenshaw, this chapter interrogates the intersectional nature of character formation to produce a multidimensional view of the construction and operation of masculinity in the sagas of Icelanders. This chapter investigates interactions between masculinity and a range of other identity categories through which social power is fractured and hierarchized. By examining the interplay between notions of masculinity and ideas of youth, old age, race, impairment/disability, sexuality, religion, and socio-economic status it is demonstrated that these other identity categories can function as stressors that serve to problematize a given character’s claim to a masculine status.