Dominant Masculinities And Primary Schooling. These characteristics are present in the following quotation from Dunning et al. Indeed, the significance of football in allowing a space in which aspects of. Scopri il cofanetto Momenti per Due di Boscolo Gift: esperienze magiche da vivere in coppia, per ritrovarsi complici. Department of Education University of Newcastle St. Successivamente, la serie Siate realisti, chiedete l'impossibile. Results have been superb.” - Thabani N., UK. Smart FX Technology was founded by Frank Goodwin, trading veteran with 25 years experience in the. Westwood, 1. 99. 0. Hornby, 1. 99. 2; Miedzian, 1. Connell (1. 98. 3) has argued that it instructs men in two. The rules of football, where territorial. Other commentators have considered football in relation to further aspects of hegemonic. It has been observed in many studies that girls are. Renold 1. 99. 7; Connolly 1. Epstein. 1. 99. 8; Frances 1. Gilbert & Gilbert 1. Pattman 1. 99. 9). However, it is not just. Connolly, 1. 99. 4; Renold 1. Skelton 1. 99. 8). One. female student in Mac an Ghaill’s (1. Another. female student stated . They’re always. on about football. The potential. for football to provide a forum for homophobic behaviours and attitudes has been. Walker 1. 98. 8; Jackson. Thorne 1. 99. 3; Christian 1. Martino 1. 99. 9). This brief review of the literature has set out the various ways in which broader. It can be seen from this that football, far. As Renold (1. 99. The key features to be discussed are the way in. Of note is that the research revealed the significance of. Deneway Primary School. The school in which the ethnographic research took place, Deneway Primary School, was. North East city of Oldchester. It was built in. 1. Oldchester's 'showpiece' school in terms of both architectural design and as. Mr. The research at Deneway Primary. School focused on a Year 5 class (1. Some time was also spent with the pupils when they moved into Year 6. In Year 5 the class teacher, Philip. Norris, had been a mature student who was in his first year of teaching (aged. Year 6, the teacher was Bill Naismith, a younger man in his second. Details of methodology and discussion of the theoretical underpinnings. Skelton 1. 99. 7). Football and Hegemonic Masculinity. Although the school had only been open a short time, Deneway Primary had already. This was not surprising given that football. Oldchester City. This may be one of the reasons why parents of boys in the football team. The primacy of football in the school was evident in the way in which extra- curricular. The school brochure, wittingly or otherwise, implied that boys'. EXTRA ACTIVITIESOn the extracurricular front, the children will be given the opportunity to participate. Football. Rugby. Athletics/Cross Country. Dance. Nature Club. Cooking. Recorders, etc. The game's high profile in the school could be seen from the regular football practices. Also, a concern with the. However, despite the. The official school team was totally male, and the team were coached and taken to. Years 5 and 6 teachers, Philip Norris and Stephen Coles. Football was of central importance to the hegemonic masculinity of the school in that. This was achieved in two ways: firstly, by differentiating between the boys. Deneway and those from other schools; and, secondly, by giving status to certain groups. All the boys in the class (and indeed in the other key stage 2 classes) were supporters. Oldchester football team. The only football strip evident in the playground was that of. Premiership. The boys' (and men teachers') exclusive support for the. In particular, reference would be. Deneway boys’ superior 'coolness' and 'intelligence'. On one such occasion. The driver's cab was covered. Premiership: Once seated Malcolm said to Nigel . Oldchester fans'd 'ave him and this bus!! Would you, for instance, do something so pathetic. Of course not, only (Bloxteth) supporters would be so dense. On another occasion, the school football team were scheduled to play a school team from. Stephen Coles came into the classroom to ask for the boys who were. Philip Norris observes that they will be playing against a team who seemed to be having. Stephen Coles says loudly to. After all. we're (Oldchester) fans and have picked up on their moves on the pitch . What chance will they have against us - we're. One way this was achieved was through the use of coded. This was used mostly by the class teacher, Philip Norris, in communicating with. For example, he would usually write a greetings message on the. On this occasion two of the girls, Beatrice and Holly, were. They asked. what it was about, to which Philip Norris said, . When it. came to registration, Philip Norris asked Smittie to . Several boys spoke at once, with the. Sad old Bloxteth, clever Oldchester', as the former. At another time, the teacher was. Philip Norris calls out . Who'll go and ask him? Smittie and several other boys shout out . When they return they say . It seems a goal scored. Oldchester in the match the night before had been disallowed. In keeping with the literature discussed in the previous section, when girls did play. PE and, even then, the class teacher used these sessions as an. Usually Philip Norris asked the. The majority refused and would sit on the. Those girls who decided to join in the game were placed at a. The majority of the boys in the class played football every breaktime. Philip Norris. For these, various nicknames or shortened. Not only were they not used. When Philip Norris attempted to include. Hilary joined in she was given the name. She appeared quite traumatised, as every time the nickname was used. After several PE sessions when this had occurred she. In the absence of. However, it is. fair to surmise that, as pre- adolescent girls, they were sensitive to the physical changes. Hence, references to 'Thumper' (who could kick the ball hard but also was a. Lanky' (the tallest girl in the class) were not. The role of male teachers in seeking to preserve football as a male- only activity was. There is not the space here to speculate on the. What is of significance here are the means by which the men teachers in the. This was achieved in two ways: by preventing. The girls in the class had been made very aware that football was not something they. Several. girls referred to the barriers which were placed in their way. In one interview two of the. Beth: Well on the play yard they never let girls play football! CS: Wouldn't you start up your own game of football then? Beth: We haven't got a ball . Maggie: We're only allowed one ball per class and the boys always get it . N's (Philip Norris) always playing. In another interview, Holly, Marie and Saskia spoke about how the boys' attempts to. Holly: The boys are sexist, because Mr. Naismith like, not trains em, but says boys. Kenning says its like for the girls too, but it isn't like that . He. only lets us have one ball a class and the boys give it to Bob (the caretaker) to look. Also, the school offered a Sports Club and a Football Club outside school hours. At. first, both clubs were held on the same night until some of the girls protested that the. Consequently, the. Sports Club moved to another night but this did not prevent the domination of the Football. Club by a masculine ethos the girls found off- putting: Beatrice: They're more boys in the clubs. Is it 'Geordie Boys' who Ossie and Smittie. Well it wouldn't be very good for a girl walking in. Coles (who. was running the Football Club) sticks up for the girls but not very often . As Epstein (1. 99. This observation is particularly pertinent given the. Deneway Primary. Even those boys. Boys' Friendships and Football. As was discussed earlier, a passion for football, in terms of playing the game, being a. Corrigan, 1. 97. 9; Walker, 1. Mac. an Ghaill, 1. At Deneway Primary, the boys defined their friendships with each other. Camaraderie (co- operation, helpfulness); Bullying. Stars' (boys who were good at. The latter category emerged as especially significant when it came to. When I pointed out to them. Dougie: I know it's a bit stupid like but that's the way it. Boys in other studies have also been noted as, in some way, refusing to 'buy into' the. For example, Martino (1. So a person who was good at football, he became popular. It. doesn't make sense but that's what happens. Similarly, the boys in Pattman's (1. Most interestingly, the four boys who were the 'Star' footballers at Deneway. Primary all professed their prime interests were in individual rather than team sports. This was supported when. PE activities, Ossie and Dougie would jog around the. Smittie would play with a tennis bat and ball, and Mac would choose a. Being proficient at football provided the 'Star' players access to a range of benefits. These privileges included. I know you want to. Tuesday'). They also experienced privileges through. The actual football skills and abilities of individual boys did not preclude them from. For example, two of the boys who. Matthew and Mark, both classified each. The. following is an excerpt from Mark's interview: CS: Who are your friends in this class? Mark: Deepak, Ossie, Smittie, Dougie, Lee and Matthew. Lee: Ossie, Mac, Matthew, Dougie, Mark, Smittie. CS: What is it that you like about those boys? Mark: They're all good at football . Matthew's. good in goal sometimes. The fact that some boys in the class appeared to be more 'favoured' than others did not. Studies of male friendship groups have pointed to the importance. Fine, 1. 98. 0; Leahy, 1. Football provided opportunities for developing and reinforcing. Class, regardless of their actual sporting. Those boys who were 'Stars' in terms of football could access privileges. Rather, the boys passively resisted a total collusion with the culturally exalted. The status of football to the dominant mode of masculinity in the school needs to be. It appeared that unlike the. Connell et al. It may be that pupils’ academic successes were assumed given the catchment. Deneway was a well- resourced school run by a headteacher who had a. Also, the data were collected in the early part of the 1. Key Stage 2 SATs and that, together with the fact that suggestions. Should this research have been conducted in the late, rather than the. For example, Mac an Ghaill’s (1. Although the place of football has been shown to be of significance in other. Renold, 1. 99. 7; Connolly, 1. Deneway Primary was generalisable across all schools. C3 Workforce - Home. Our candidates are much more than a resumes..
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