by SHENILA KHOJA-MOOLJI
Author: Shenila Khoja-Moolji is a graduate student at Teachers College, Columbia University, where she investigates the ways in which differences of gender, sexuality and race are established and managed in formal and informal educational contexts. She serves as the Senior Co-Editor for the seventh volume of the Society for International Education journal, published out of Teachers College. Prior to Columbia, Shenila attended the Divinity School at Harvard University where she graduated with a Master of Theological Studies degree focusing on Islamic studies and gender.
Abstract:
This paper employs Johan Galtung’s (1990) typology of violence – direct, structural and cultural – as an analytical lens to examine the ways in which schools, teachers and students draw on aspects of hegemonic masculinity to establish and endorse difference between boys’ and girls’ capacities to be violent, and willfully ignore performances of violent masculinities. It focuses on school values and policies represented in disciplinary structures, contact sports, and curricular knowledges, as well as practices of students and teachers, to explore the ways in which they collectively code violence in the script of masculinity. The conclusion proposes strategies for challenging the cultural violence of hegemonic masculinity in schools.
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(Thanks to reader)