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Challenging macho values : practical ways of working with adolescent boys / / Jonathan Salisbury, David Jackson



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Autore: Salisbury Jonathan Visualizza persona
Titolo: Challenging macho values : practical ways of working with adolescent boys / / Jonathan Salisbury, David Jackson Visualizza cluster
Pubblicazione: London ; ; Washington, D.C., : Falmer Press, 1996
Edizione: 1st ed.
Descrizione fisica: 1 online resource (315 p.)
Disciplina: 305.23/5/08351
Soggetto topico: Teenage boys - Great Britain - Psychology
Masculinity - Great Britain
Teenage boys - Education (Secondary) - Great Britain
Teenage boys - Sexual behavior - Great Britain
Altri autori: JacksonDavid <1940->  
Note generali: Description based upon print version of record.
Nota di bibliografia: Includes bibliographical references (p. 292-297) and index.
Nota di contenuto: Book Cover; Title; Contents; Acknowledgments; Acting Hard; A poem by David Jackson; Preface by Jeff Hearn; Introduction: Why Should Schools Take Working with Adolescent Boys Seriously?; The Secondary School as a Gendered Institution; Boys' Sexualities; Sexual Harassment; Violence and Bullying; Media Education, Boys and Masculinities; Language as a Weapon; The Ideal Manly Body; School Sport and the Making of Boys and Men; Boys' Well-being: Learning to Take Care of Themselves and Others; How Boys Become Real Lads: Life Stories about the Making of Boys; Playing War; Fathers and Sons
BibliographyIndex
Sommario/riassunto: This text confronts the complacent assumption that ""boys will be boys"" which has resulted in blindness about the problem of boys in school. It challenges the culture of aggressive manliness within which most boys have grown up and the destructive masculinity that they learn later in life.
Titolo autorizzato: Challenging macho values  Visualizza cluster
ISBN: 1-135-79171-6
1-135-79172-4
0-429-23082-6
0-203-39782-7
1-280-06744-6
0-203-39742-8
Formato: Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione: Inglese
Record Nr.: 9910827717703321
Lo trovi qui: Univ. Federico II
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