Monthly Archives: February 2015

Myers, K. “‘Cowboy Up!: Non-Hegemonic Representations of Masculinity in Children’s Television Programming.”

Myers, Kristen. “’Cowboy Up!’: Non-Hegemonic Representations of Masculinity in Children’s Television Programming.” The Journal of Men’s Studies 20(2): 125-143. Non-hegemonic males (though present) work to reinforce HM. Television works to produce “regional masculinities” (Connell and Messerschmidt 2005) where these messages help shape how masculinity works in everyday life. Television as a “frame” (Goffman 1974, Ridgeway […]

Wilkins, A.C. 2009. “Masculinity Dilemmas: Sexuality and Intimacy Talk among Christians and Goths.”

Wilkins, Amy C. 2009. “Masculinity Dilemmas: Sexuality and Intimacy Talk among Christians and Goths.” Signs 34(2): 343-368. Subcultures as ways to navigate transitions between adolescence and adulthood – masculinity, however, in both groups, achieve similar things in Christian and goth groupings, by loosening expectations of masculinity – “by crafting masculinity projects out of available cultural […]

Kane, E.W. 2006. “‘No Way My Boys Are Going to Be Like That!’: Parents’ Responses to Children’s Gender Nonconformity.”

Kane, Emily W. 2006. “’No Way My Boys Are Going to Be Like That!’: Parents’ Responses to Children’s Gender Nonconformity.” Gender & Society 20(2): 149-176. Children as active members in their own socialization process as young as before age two. Balancing act of parents to expand normative conceptions of gender, but also to reinforce hegemonic […]

Grice, H.P. 1975. “Logic and Conversation.”

Grice, H.P. 1975. “Logic and Conversation.” In Peter Cole and Jerry Morgan’s Syntax and Semantics, volume (3) Speech Acts, pp. 41-58. New York: Academic Press. Formalist and informalist positions – where logicians create formulas to offer patterns of inferences – where specific devices (not, and, or, etc.) are utilized to insinuate similarities or differences between […]

Freire, Paulo. 1993. Selection from Pedagogy of the Oppressed.

Chapter 2 –PEDAGOGY OF THE OPPRESSED by Paulo Freire. New York: Continuum Books, 1993. Teacher-student relationship holds narrative character – narrating subject of teacher engaging listening objects (students); however, this delivery model promotes staticism of reality, “filling” students with disconnected concepts, not reflecting student realities (^vessel model- here called ‘containers’) – promotes rote memorization. “The […]

hooks, bell. 1994. “Teaching New Worlds/New Words.”

hooks, bell. 1994. “Teaching New Worlds/New Words.” Teaching to Transgress. Pp. 167-175. Language is not held back by boundaries – exists within mind and body. “This is the oppressor’s language yet I need it to talk to you”- Adrienne Rich – the significance of oppressive powers of language, expression, ideology. Questions, does this statement not […]

Connell, R.W. “An Iron Man”

Connell, R.W. “An Iron Man.” Masculinity as multiple, holding complex relations of dominance/subordination to each other. Contradicts the male sex role. “Masculinity is not inherent in the male body; it is a definition given socially, which refers to characteristics of male bodies” (76) – is this always the case? Can masculinity be offered to non-male […]