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Educational Trajectories and Different Displays of Masculinity in Post-industrial Wales

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While the work on men, masculinities and gender identities has exploded across the social sciences and in feminist and pro- feminist geography since the mid-1980s, very little of this work has looked at masculinities and what is means to be a young man in Wales. In this article, drawing on an Economic and Social Research Council (ESRC) study, conducted in a post-industrial community in south Wales, I focus on how young men's masculinities are performed across a variety of educational and leisure spaces. I show how expectations and transitions to adulthood are framed through geographically and historically shaped class and gender codes. These codes underpin expectations of manhood in this post-industrial place, and there are consequences for those young men whose performances of masculinity deviate from what is deemed as socially acceptable. In order to fully examine men and their behaviours, I suggest that Welsh men must be analysed within separate historical and geographical contexts and within the social construction of gender within a specific place.
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Document Type: Research Article

Publication date: March 1, 2018

More about this publication?
  • Previously published under the title University of Wales Journal of Education, this internationally-distributed annual journal offers an arena for disseminating education research from national and international perspectives. The journal explores a range of controversial arguments relating to education, including areas such as bilingualism, religion in education, well-being and the standards of literacy and numeracy. The contemporary drive for improved education standards, within Wales and internationally, provides a wealth of interdisciplinary research opportunities, and the journal aims to publish research reports relating to these current issues. The journal also includes a comprehensive reviews section.

    Mae'r cylchgrawn blynyddol hwn, a adwaenid gynt fel Cylchgrawn Addysg Prifysgol Cymru, yn trafod agweddau datganoledig ar addysg, ynghyd ag ymdrin ag addysg o safbwynt cenedlaethol a rhyngwladol. Wrth ymhel â materion cyfoes yn ymwneud ag addysg, mae'r drafodaeth yn amlinellu safbwyntiau dadleuol ynghylch dwyieithrwydd a chrefydd yn ogystal â safonau llythrennedd a rhifedd. Mae'r ymdrechion i wella safonau addysg yng Nghymru a thu hwnt yn esgor ar feysydd ymchwil newydd, a bwriad y cyfnodolyn yw cyhoeddi erthyglau cryno yn ymdrin â materion cyfredol o'r fath. Mae'r cyfnodolyn hefyd yn cynnwys adran adolygiadau.

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