By Carrie Paechter
Explores how girls and boys research what it's to be female and male. Drawing on various reviews from around the globe, this booklet examines how masculinities and femininities are constructed and understood by way of teenagers and children in households, in faculties, and during interplay with their friends. creation -- intercourse and gender, energy and information -- Masculinities and femininities as groups of perform -- studying masculinities and femininities from mom and dad, carers, and siblings -- Masculinities and femininities in early years school rooms -- girls and boys in fundamental faculties -- Play and kid's peer teams: developing masculinities and femininities in open air areas -- Masculinities and femininities in secondary faculties -- Being and changing into: studying masculinities and femininities in teenage groups of perform -- end
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Additional info for Being boys, being girls : learning masculinities and femininities
Indeed, it could be argued that the development of bio-power, the power `to take charge of life' (Foucault 1978: 144), parallels the disappearance of the body as overtly significant to powerful subjectivities. Knowledge of MASCULINITIES AND FEMININITIES AS COMMUNITIES OF PRACTICE 33 others' bodies and the use of this to control them take place in a context of denial of one's own body and the relevance of its experience. Embodied knowledge, that is knowledge through the body is, on the other hand, associated more closely with subordinate groups, such as women, black people and working-class males (Willis 1977; hooks 1982; Hekman 1995).
Nevertheless, the fluidity of boundaries within and between masculinities and femininities both allows us to understand how people can conceive of and experience themselves differently in different situations, and points to the ways in which similar performances can be interpreted differently according to context so that, for example, a young woman committed to playing sports can be understood, and understand herself, as masculine in the context of a multifaculty university but feminine in a specialist physical education college.
Hence, it is not simply a matter of claiming membership of a particular community of masculinity or femininity; one has to be accepted as a legitimate participant by those who are already members. Identity can thus be seen as related to a competent and convincing performance of a particular role. It is defined not just internally by the individual but externally by the group's inclusive or exclusive attitude towards that individual. Second, considering masculinities and femininities as constructed within communities of masculinity and femininity practice treats identity as the negotiated experience of self, as something that is produced in a social context rather than as a given.