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Informationen zum Autor Marion Bowl is Senior Lecturer in Education and Director of Continuing Professional Development at the School of Education, University of Birmingham, UK. Robert Tobias is Research Fellow at the College of Education, University of Canterbury, Christchurch, New Zealand. Jennifer Leahy is Lecturer in Adult Education Teaching and Research at the College of Education, University of Canterbury, Christchurch, New Zealand. Graeme Ferguson is Researcher at the College of Education, University of Canterbury, Christchurch, New Zealand. Jeffrey Gage is Senior Lecturer in Health Sciences at the Health Sciences Centre, College of Education, University of Canterbury, Christchurch, New Zealand. Klappentext This edited volume reflects on current debate around gender in education, where academics, practitioners and policy-makers are beginning to refer to a crisis of masculinity. Zusammenfassung This edited volume reflects on current debate around gender in education, where academics, practitioners and policy-makers are beginning to refer to a crisis of masculinity. Inhaltsverzeichnis Section I: Concepts, Theories and Current Debates 1. Gender, masculinities and lifelong learning: entering the debate 2. Ideology, discourse and gender: a theoretical framework 3. Men and educational participation: is there a problem? Some findings from international surveys Section II: Changing Discourses and Images 4. ‘Educating Jake’: A genealogy of Maori masculinity 5. Images of men and learning: the impact of imperialism on settler masculinities and lifelong learning 6. Gender, masculinities and migrants’ learning experiences 7. Men in United Kingdom adult and community education: the politics of practice and pedagogy Section III: Gender, Masculinities and learning in the Life Course 8. Troubling boys and boys-only classes as the solution to ‘the problem of underachieving boys’ 9. Learning about fatherhood for Men in ‘at risk’ Families 10. Men’s sheds, community learning and public policy 11. Men’s learning through community organisations: evidence from an Australian study 12. Older men’s perspectives on (re-)entering post-compulsory education: insights from a Scottish study Section IV: Implications 13. Implications for practice, research and policy ...
