Gender, Masculinities and Lifelong Learning reflects on current
debates and discourses around gender and education, in which some
academics, practitioners and policy-makers have referred to a
crisis of masculinity. This book explores questions such as: Are
men under-represented in education? Are women outstripping men in
terms of achievement? What evidence supports the view that men are
becoming educationally disadvantaged?
Drawing on research from a number of countries, including the
UK, Australia, New Zealand and Canada, the contributors' discuss a
range of issues which intersect with gender to impact on education,
including structural factors such as class, ethnicity and age as
well as colonisation and migration. The book provides evidence and
argument to illuminate contemporary debates about the involvement
of men and women in education, including:
- The impact of colonisation on the gendering of education and
lifelong learning
- International surveys on men, women and educational
participation
- Gender, masculinities and migrants learning experiences
- Boys-only classes as a response to the problem of
underachieving boys
- Men s perspectives on learning to become parents
- Community learning, gender and public policy
- Older men s perspectives on (re-)entering post-compulsory
education
The book goes on to suggest the implications for practice,
research and policy. Importantly, it critically addresses some of
the taken-for-granted beliefs about men and their engagement in
lifelong learning, presenting new evidence to demonstrate the
complexity of gender and education today. With these complexities
in mind, the authors provide a framework for developing further
understanding of the issues involved with gender and lifelong
learning.
Gender, Masculinities and Lifelong Learning will be of interest
to any practitioner open to fresh ideas and approaches in teaching
and programming connected with gender and education.
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