Snakes and leaders: hegemonic masculinity in ruling-class boys’ boarding schools

2.50
Hdl Handle:
http://hdl.handle.net/2173/81273
Title:
Snakes and leaders: hegemonic masculinity in ruling-class boys’ boarding schools
Authors:
Poynting, Scott; Donaldson, Mike
Citation:
Men and masculinities, 2005, vol. 7, no. 4, pp. 325-346
Publisher:
Sage
Issue Date:
2005
URI:
http://hdl.handle.net/2173/81273
DOI:
10.1177/1097184X03260968
Additional Links:
http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200971
Abstract:
Recent events in a ruling-class boys’ boarding school college in Sydney prompted public discussion about “bullying.” Debate ranged between those seeing an endemic problemto be cured and those who saw minor, unfortunate, and atypical incidents in a system where bullying is under control. It is argued here that such practice is inherent in ruling-class boys’ education. It is an important part of making ruling-class men. Using life-history methods with available biographical material, the article shows thatruling-class schooling of boys in boarding schools involves “sending away” and initial loneliness, bonding in groups demanding allegiance, attachment to tradition, subjection to hierarchy and progress upward through it, group ridiculing and punishment of sensitiveness and close relationships, severe sanctions against difference, brutal bodily discipline, and inculcating competitive individualism. Brutalization and “hardening” are essential to all these processes and are characteristic of ruling-class masculinity.
Type:
Article
Language:
en
Description:
Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in Men and masculinities, published by and copyright Sage.
ISSN:
1097-184X
EISSN:
1552-6828

Full metadata record

DC FieldValue Language
dc.contributor.authorPoynting, Scott-
dc.contributor.authorDonaldson, Mike-
dc.date.accessioned2009-09-16T12:44:32Z-
dc.date.available2009-09-16T12:44:32Z-
dc.date.issued2005-
dc.identifier.citationMen and masculinities, 2005, vol. 7, no. 4, pp. 325-346en
dc.identifier.issn1097-184X-
dc.identifier.doi10.1177/1097184X03260968-
dc.identifier.urihttp://hdl.handle.net/2173/81273-
dc.descriptionFull-text of this article is not available in this e-prints service. This article was originally published following peer-review in Men and masculinities, published by and copyright Sage.en
dc.description.abstractRecent events in a ruling-class boys’ boarding school college in Sydney prompted public discussion about “bullying.” Debate ranged between those seeing an endemic problemto be cured and those who saw minor, unfortunate, and atypical incidents in a system where bullying is under control. It is argued here that such practice is inherent in ruling-class boys’ education. It is an important part of making ruling-class men. Using life-history methods with available biographical material, the article shows thatruling-class schooling of boys in boarding schools involves “sending away” and initial loneliness, bonding in groups demanding allegiance, attachment to tradition, subjection to hierarchy and progress upward through it, group ridiculing and punishment of sensitiveness and close relationships, severe sanctions against difference, brutal bodily discipline, and inculcating competitive individualism. Brutalization and “hardening” are essential to all these processes and are characteristic of ruling-class masculinity.en
dc.language.isoenen
dc.publisherSageen
dc.relation.urlhttp://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200971en
dc.titleSnakes and leaders: hegemonic masculinity in ruling-class boys’ boarding schoolsen
dc.typeArticleen
dc.identifier.eissn1552-6828-
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