Sixteenth International Conference on New Directions in the Humanities

Abstract

My research challenges the conventional perspective that “boys will be boys;” yet, also situates opportunities for social change through the lived experience of masculinity. The conservative political perspective has failed to challenge the dominant discourse on masculinity, resulting in the maintenance of systems that perpetuate sexism and homophobia in our communities. At the same time, social justice projects are often problematic spaces for males of privilege, and there is a risk that their involvement may disqualify these spaces from being safe or inclusive for other community members. Acknowledging masculinity as a state of ambiguity and precarity, my work considers future implications for social justice education through an analysis of experiential knowledge and life pathways in relation to socio-cultural and anti-oppressive perspectives. My conceptual analysis provides a pedagogical platform that connects subjectivities, social performances, and socio-cultural structures of masculinity. By adopting a framework of post-structuralism, gender theory, and phenomenology, my work maps out future methodological considerations for social justice education directed towards men and boys. This suggests that education can offer a humanist approach to learning about relationships across gender by challenging the use of objectification, shame and complacency, and instead directing resources towards inclusion, empathy, and accountable identity affirmation.