Taking Boys Seriously
A participatory action research initiative demonstrating the transformative potential of relational education
Datos Bibliográficos
| ID | 11166366 |
|---|---|
| Autores | Andy Hamilton (0000-0002-9547-7957, Faculty of Arts, Humanities & Social Sciences, Ulster University, Belfast, UK, autor de correspondencia), Sue Morgan (0000-0002-9160-8999, Faculty of Arts, Humanities & Social Sciences, Ulster University, Belfast, UK), Brian Murphy (0000-0002-6150-1576, Academic Business Development, Widening Access and Participation, Ulster University, Belfast, UK), Ken Harland (0000-0002-0341-4706, Faculty of Arts, Humanities & Social Sciences, Ulster University, Belfast, UK) |
| Año | 2024 |
| Volumen | 45 |
| Número | 2 |
| Páginas | 284-310 |
| Fecha de publicación | 2024-02-17 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | British Journal of Sociology of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2024.2315121 |
| OpenAlex | W4392085687 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 84 |
This article advances a gender-conscious conception of relational education emanating from the Taking Boys Seriously longitudinal participatory action research initiative in Northern Ireland. The study is grounded in the voices and experiences of boys from disadvantaged communities who have been disengaged, disinterested, or excluded from school. Specifically, we examine data from 120 educators and 442 adolescent boys involved in trialling a set of relational education principles. The findings demonstrate a groundswell of support from formal and informal educators for the advancement of relational education as a whole system approach that leads to improved holistic outcomes particularly for boys experiencing compounded educational disadvantage. Bourdieu’s concepts of cultural capital and symbolic power are utilised, framing relational education within the contested and politically infused space of education policy, pedagogy, and practice
Action (physics · Action research · Citizen journalism · Participatory action research · Pedagogy · Political science · Public relations · Social science · Sociology · Transformative learning · Anthropology · Children's Rights and Participation · Early Childhood Education and Development · Law · Public Administration · Youth Education and Societal Dynamics
Innovations in appreciative inquiry
Making Social Science Matter
Presence in teaching
Exploring the relative lack of impact of research on ‘ability grouping’ in England
Distinction
Learning to Labor
The influence of socio-demographics and school factors on GCSE attainment
Education and Experience
Power and knowledge
Praxis retrieving the roots of action research
Working-Class Boys and Educational Success
Identity, Neoliberalism and Aspiration
Caring
What is psychology
Had there been a Monica in each subject, I would have liked going to school every day”
You trying to make me feel stupid or something?”
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Education and cultural capital
Doing it to (for) boys (again)
Re-reading Diotima
Reflexivity for what? A response to Gewirtz and Cribb on the role of values in the sociology of education
Youth work, performativity and the new youth impact agenda
They make time for you’
Shared education
Participatory Action Research
Parental social class and GCSE attainment
Whatever happened to the (likely) lads? ‘ Learning to Labour ’ 25 years on
Classed trajectories in higher education and the graduate labour market
Working‐class boys, educational success and the misrecognition of working‐class culture
Re‐asserting the place of context in explaining student (under‐)achievement
Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement
Emotional pedagogy and the gendering of social and emotional learning
What to do about values in social research
Recognition of boys as readers through a social justice lens
Neoliberal Education for Work Versus Liberal Education for Leisure
Relational pedagogy and the policy failure of contemporary Australian schooling
Education, Measurement and the Professions
Teaching as a way of bonding
The emotional labor of doing ‘boy work’
Engines of Social Mobility? Navigating Meritocratic Education Discourse in an Unequal Society
Contextualising Inequalities in Rates of School Exclusion in English Schools
Boys, Young Men and Violence
Troubling Masculinities
Northern Ireland
Relational Sociology and Research on Schools, Colleges, and Universities
Reproduction in education, society, and culture
How being appreciative creates change – theory in practice from health and social care in Scotland
Taking boys seriously
A charge to educational action researchers
The teacher's soul and the terrors of performativity
Non-formal learning and tacit knowledge in professional work
The curriculum? That's just a unit outline, isn't it
An Invitation of Reflexive Sociology
Emancipation, equality and education
Situated Learning
Habitus Disjunctures, Reflexivity and White Working-Class Boys' Conceptions of Status in Learner and Social Identities
Social Space and Symbolic Power
The Affective Intensities of Gender Transformative Work
The Salience of 'Hegemonic Masculinity
Pierre Bourdieu and the Reproduction of Determinism
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2025 - 2025 (1) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |