Bookmarked Teaching boys: Part 1 and Part 2 (the édu flâneuse)
Schools and teachers can play a part in what kinds of behaviours and successes are normalised and rewarded within the school environment. Those working in schools can ask themselves questions about how gender is normalised. Are boys encouraged to be alpha competitors or are quieter achievement and ways of being also noticed and rewarded? Is the catchphrase ‘boys will be boys’ or ‘he was just joking’ used to dismiss put-downs of others or the objectification of women? Is strength and success measured by sporting prowess and outward expressions of courage or by a range of possible successes in multiple arenas? What does ‘courage’ mean to the school community? Are multiple ways of ‘being a man’ celebrated and held up as exemplars?
Deborah Netolicky reflects on her experience of teaching boys. She highlights three aspects: boys need a safe and trusting environment with high support and high challenge, boys respond to engaging curriculum content and boys benefit from regular, tangible feedback, a mixture of role-models, as well as hope and persistence. As I think about my own experiences teaching and parenting, I am left wondering why these approaches do not apply for girls too? Another interesting read on the topic is Adam Boxer’s question of boys and competition.