Session Information
04 SES 06 B, Alternative Provision
Paper Session
Contribution
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This paper corresponds with the current development of a PhD. titled: “La secundaria vivida: experiencias masculinas de relación con el saber y la escolaridad” (“Secondary education lived: masculine experiences of relationship with knowledge and schooling”).
This work is led by Nieves Blanco García from the University of Málaga, Spain. The investigation attempts to focus on the transition through secondary education of those boys who show a disconnection with knowledge and culture (Charlot, 2007), so it will look like there is no connection with their worries, motivations and interests.
Apart from taking care of the evidences shown by some indicators of school failure (as the number of early school leaving (ESL) or the discontinuity in post-compulsory stages), the situation of boys in high schools presents a series of specific characteristics, that must be attended (quoting some of the most obvious and pressing):
A lot of trouble to establish authority relationship with teachers
strained relations with their peers
a strong disconnection with school knowledge
a feeling of apathy with an erratic wandering in and out of school.
It's been a long time since, from specialized literature (Askew, S. & Ross, C., 1991; Martino; Pallotta-Chiarolli, 2005), it's been asserted that the difficult situation of boys (mostly in high schools, but also in their homes and everyday relationships) is not just a question of academic efficiency or learning difficulties, but also is at stage the influence of changes in hegemonic masculinity in their processes of growth and development, including schooling there (Tomé y Rambla, 2001).
What I propose, is to interpret the union nodes and discontinuities in the boys school experience (Dubet, F. y Martuccelli, D., 1998), paying attention to how they are growing up and becoming men, realizing that it is not possible to separate the conflicts and tensions that live in the building process of their masculinity (Seidler, 2000; Kimmel, Hearn, and Connell, 2005), from their experience as students.
Therefore, we assume that the valuable comprehension in pedagogical terms of the phenomenon of school failure (the comprehension that can give us new points of view to improve the education to young people, and specially to boys), it is the one that comes from a kind of research which approaches the specific sense that boys build during their time at the educational institution (Perrenoud, 2006; Escudero Muñoz et al. 2009; Bonal, et al., 2005).
Method
Expected Outcomes
References
- Askew, S. & Ross, C. (1991). Los chicos no lloran. Barcelona: Paidós. - Bolívar, A., Domingo, J. y Fernández, M. (1998b). La investigación biográficonarrativa en educación. Madrid: La muralla. - Bonal, X. (Director) (2005). Apropiaciones escolares: usos y sentidos de la educación obligatoria en la adolescencia. Barcelona: Octaedro. - Charlot, Bernard (2007) La relación con el saber. El Zorzal, Buenos Aires. - Clandinin, J. y Connelly, M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass. - Dubet, F. y Martuccelli, D. (1998). En la escuela, sociología de la experiencia escolar. Losada: Buenos Aires. - Escudero Muñoz et al. (2009) “Exclusión social y exclusión educativa”. Revista de curriculum y formación del profesorado. VOL. 13, Nº 3. URL: http://www.ugr.es/local/recfpro/ Última consulta: 24/12/2010 - Fielding, M. (2004) Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities. En British Educational Research Journal. 30, 2, pp. 295-311. - Goodson, I. & Sikes, P. (2001). Life history research in educational settings: Learning from lives. Londres/Nueva York: Open Universtiy Press. - Kimmel, M. S.; Hearn, J. y Connell, R. (2005) Handbook of studies on men & masculinities. Thousand Oaks, Calif.: Sage Publications. - Martino, W. y Pallotta-Chiarolli, M. (2006) Pero, ¿qué es un chico? Barcelona: Octaedro. - Novara, D. (2003) Necesidad del conocimiento propio. El método de las biografíaas educativas en la formación docnet. En Novara, D (2003) Pedagogía del saber escuchar, pp. 81-90. Madrid: Narcea. - Seidler, Víctor (2000) La sinrazón masculina. México: Paidós. - Seidler, Víctor (2006) Masculinidades. Culturas globales y vidas íntimas. España: Montesinos. - Tomé, Amparo y Rambla, Xavier (2001) La coeducación de las identidades masculinas en la educación secundaria. Barcelona: Ice-Uab. - van Manen, Max (2003) Investigación educativa y experiencia vivida. Barcelona: Idea-Books.
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