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Hard lines and soft scenes: Constituting masculinities in the prospectuses of all-boys elite private schools

Citation

Gottschall, K and Wardman, N and Edgeworth, K and Hutchesson, R and Saltmarsh, S, Hard lines and soft scenes: Constituting masculinities in the prospectuses of all-boys elite private schools, Australian Journal of Education, 54, (1) pp. 18-30. ISSN 0004-9441 (2010) [Refereed Article]

Copyright Statement

Copyright 2010 SAGE Publications

DOI: doi:10.1177/000494411005400103

Abstract

Over the last decade, education researchers have been concerned with the ‘impression management’ activities of schools in the current climate of school corporatisation. Among these activities is the dissemination of school prospectuses that, far from being merely arbitrary sources of information, are seen as strategic texts that communicate the ethos of educational providers to potential clientele. Through sociocultural, feminist and post-structuralist frames, we consider how the positioning of masculinities is utilised as a marketing technique in such texts and, in turn, how such texts are implicated in the discursive construction of idealised schooling subjectivities. We undertake a semiotic analysis of the prospectuses of six private boys schools in the Sydney region of New South Wales, Australia, considering how masculinities are represented within binaries that position older boys as hard, strong and capable, and younger boys as small, weak and vulnerable. We argue that schooling is depicted in these texts as providing the necessary training ground for boys making the transition from boyhood to manhood. We argue that these images of masculinity continue to be associated, either directly or indirectly, with narrow notions of social privilege.

Item Details

Item Type:Refereed Article
Research Division:Philosophy and Religious Studies
Research Group:Philosophy
Research Field:Feminist Theory
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Moral and Social Development (incl. Affect)
Author:Edgeworth, K (Dr Kathryn Edgeworth)
ID Code:95669
Year Published:2010
Web of Science® Times Cited:15
Deposited By:Education
Deposited On:2014-10-07
Last Modified:2015-03-11
Downloads:0

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