父权制下的两性生存困境——《伊坦·弗洛美》的女性主义解读

《伊坦·弗洛美》是美国女作家伊迪丝.华顿最著名的中篇小说之一,它描述了新英格兰乡村地区弗洛美一家的爱情悲剧故事。从女性主义视角出发进行分析可见,小说中的三个主要人物形象反映了父权制二元性别观及其构建的理想家庭对女性自我的戕害和男性发展的抑制,揭示了美国二十世纪之交的两性生存困境。     

‘We're the mature people': a study of masculine subjectivity and its relationship to key stage four Religious Studies

Critical theory and research has shown that subjects carry gendered meanings. Numbers opting for Religious Studies (RS) have remained skewed towards girls. Drawing from post-structuralism and masculinities theory, this article critically analyses data from interviews with a group of key stage four boys who had opted for Religious Studies in contrast to the majority of their male peers. Interview data demonstrate that these boys were able to use Religious Studies as a discursive resource, constituting themselves as emergent critical ethical subjects and developing their own relationship to existential questions of meaning and purpose. The boys demonstrated reflexive self awareness as they were also able to negotiate socially successful identities through their relationship to the dominant masculinising forces of sport, physicality and authority and engage with Religious Studies. This article concludes that subjects such as Religious Studies which create spaces for criticality also act to create masculine subjectivities outside of restrictive gendered norms.     

Public Emotions and their Personal Consequences: The Nationalizing Affects of the Australian Football League since 1990

This article examines the historical and emotional consequences of the Victorian Football League's decision to ‘go national’. Many saw the emergence of the Australian Football League (AFL) as a threat to the authentic attachments of supporters. As many localized social practices were ‘rationalized’, however, engagement with the League increased across Australia. This article suggests that this success can be explained, in part, by the ways in which public representations of the AFL provided new points of identification for supporters. Drawing on recent work by critical theorists of emotion, I suggest that the already passionate culture of Australian rules supporting has been reworked by the animation of nationalistic attachments and the increasingly intimate representation of players in Australian public life. Ironically, though, these new modes of representation have opened the AFL out to heated debates about the emotions of the players themselves. The contested emergence of the crying AFL player in Australian public life since 2000 is both a product of these shifts and an example of the unruliness of identification and idealization. Attachments to players in the language of national identity, I suggest, are psychically volatile because they are connected to how supporters understand their own identities, lives, and losses.     

Re/theorising gender: female masculinity and male femininity in the classroom?

Recent gender theorising has been enlivened by post‐structuralist accounts of gender as ‘disembodied’; the reading of gender performances as distinct from sexed bodies. However, there has been little application of such theoretical positions to empirical analysis in gender and education. This article employs two such positions – that of ‘female masculinity and male femininity’, and that of ‘gender monoglossia and heteroglossia’ – to data raised from a research project on high‐achieving pupils. It is argued that although cases of female masculinity and male femininity are identified, such labels can usefully be applied to only a very small number of pupils, and even here there are profound problems in the conceptual application. The concept of gender heteroglossia appeared applicable to a far larger number of pupils. It is argued that this latter concept offers a less rigid application, that can incorporate analysis both of continuing patterns of gender inequality (as reflective of gender monoglossia), and of individual, gender‐transgressive (heteroglossic) performances.     

《尤利西斯》与社会性别

在《尤利西斯》中,乔伊斯对社会性别身份以及传统社会性别机制所定义的理想男女气质进行了嘲讽、批判乃至颠覆。通过塑造跨越性别角色的男女主人,乔伊斯试图将男女从不合理的社会性别的束缚中解放出来,并重建更民主自由,更符合人性的性别机制。     

Bodies,identities and performances: reconfiguring the language of gender and schooling

In this paper I seek to address a series of tensions in the ways we think, write and speak about gender in classrooms and playgrounds, and in the language we use to describe children and their behaviour. I shall examine some of the concepts we use for describing gender relations among children and consider the extent to which they are still useful. My main focus is on hegemonic masculinity; the female as Other; and ‘doing’ boy or girl, masculinity or femininity. I conclude that we need to take the language we use extremely seriously, and that in our work we need to primarily be focused on ensuring that all children are able to have ‘livable lives’ in school and elsewhere.     

Tomboys and girly-girls: embodied femininities in primary schools

This paper is about how 9–11-year-old children, particularly girls, co-construct tomboy and girly-girl identities as oppositional positions. The paper sits within a theoretical framework in which I understand individual and collective masculinities and femininities as ways of ‘doing man/woman’ or ‘doing boy/girl’ that are constructed within local communities of masculinity and femininity practice. Empirical data come from a one-year study of tomboy identities within two London primary schools. The paper explores the contrasting identities of tomboy and girly-girl, how they are constructed by the children, and how this changes as they approach puberty. The findings suggest that the oppositional construction of these identities makes it harder for girls to take up more flexible femininities, though it is possible to switch between tomboy and girly-girl identities at different times and places.     

Making a manly teacher’s career in Australia: Victor Pavia, 1856–1934

This paper highlights ways in which understandings about masculinity intersected with concepts of vocation, career and character in the life and work of an Australian teacher, Victor Pavia. Firstly, it outlines his vertical career path from teacher to headmaster and then inspector, made possible in a bureaucratised state school system that institutionalised the patriarchal dividend. Secondly, it shows how his manly character was forged in social relationships with men and women. Thirdly, there was his vocational commitment to associational activity where he consolidated his position among men. However, Pavia’s ascendance to the top of his profession was by no means assured for there were many tensions along with expanded opportunities at each stage of his career.     

Inclusive and exclusive masculinities in physical education: a Scottish case study

This research examines how adolescent males (ages 16–17 years) construct and experience their masculine identities within the context of physical education (PE). A class of 23 boys and 3 girls from a state secondary school in Scotland were observed over a period of 3 months. During the third month, five of the observed pupils volunteered to take part in a conversation with the lead researcher which was guided by their participation in a repertory grid task. The same five participants also took part in a one-to-one semi-structured interview. The analysis of the evidence revealed that the adolescent pupils internalised and performed an orthodox form of masculinity that centred on strength, pain tolerance and the policing of others. More inclusive masculinities appeared to be emerging, however, the hypermasculine and public nature of the PE environment made it very difficult for the pupils to freely adopt or perform these alternative, more inclusive forms of masculinity. Additionally, pupils who did perform traits associated with inclusive masculinity often exhibited a high degree of social and physical capital. In order to facilitate a culture where all individuals feel free to express their gendered identities, teachers are encouraged to recognise, promote and celebrate multiple masculinities. This could create a safer learning environment for pupils and help prevent identities from being ‘destroyed’ in PE.     

Reading in the Gaps and Lacks: (De)Constructing Masculinity in Louis Sachar’s Holes

Louis Sachar’s novel Holes (US, 1998; UK, 2000) has received much praise from both critics and child readers, who love the complex tall tale he has woven about two boys whose lives are connected by fate and an almost magical legacy of ancestral curses and obligations. Because the novel is not (on many levels) realistic, and relies heavily on folk tale motifs, fantastically exaggerated characters and situations, and surreal imagery, the boys, and the fictional world surrounding them, are constructed in less “politically correct” ways than fans of the book might initially recognize, or even want to admit. While Holes may, on the surface, appear to champion a kinder and gentler version of masculinity, on the level of the subconscious, it portrays a more visceral, more Oedipal version of boyhood attempting to distance itself from its mother (or (m)Other) and all things feminine. In the process of its narrative, Holes, as a text, often treats feminine traits, symbols, and characters as frightening, disgusting, or excessive aspects – like the gaping holes in the landscape or the cruel Warden – that need to be filled in, covered over, silenced, or expelled. Annette Wannamaker is an Assistant Professor of Children’s Literature in the Department of English Language and Literature at Eastern Michigan University. She has published articles about children’s literature, drama, and gender, and is working on a book length study of portrayals of masculinity in children’s texts. Sachar, Holes.