By Carrie Paechter
Explores how girls and boys research what it's to be female and male. Drawing on a number of stories from world wide, this booklet examines how masculinities and femininities are built and understood through teenagers and youth in households, in faculties, and during interplay with their friends. creation -- intercourse and gender, strength and data -- Masculinities and femininities as groups of perform -- studying masculinities and femininities from mom and dad, carers, and siblings -- Masculinities and femininities in early years study rooms -- girls and boys in fundamental faculties -- Play and kid's peer teams: developing masculinities and femininities in outside areas -- Masculinities and femininities in secondary colleges -- Being and changing into: studying masculinities and femininities in teenage groups of perform -- end
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Additional info for Being boys, being girls : learning masculinities and femininities
The multiple nature of our participation in communities of practice also means that we can see children as moving between successive age-related communities of masculinity and femininity practice, while gradually becoming less peripheral members of wider, adult-centred gender communities. They do this while simultaneously developing membership of other local communities of practice, such as their school class, their friendship group, their family. These local communities of practice, of which they are members, are related to others in constellation-like groupings (Wenger 1998).
It is practice, in essence, which defines the community: a community of practice is a group of people who do things in a particular way. Shared practices are, thus, what holds the community together, what makes mutual recognition possible, and it is through observation of and participation in shared practices that peripheral members of a community learn to become full members. Lave and Wenger (1991: 95, emphasis in original) argue that legitimate peripheral participation: crucially involves participation as a way of learning ± of both absorbing and being absorbed in ± the `culture of practice' .
The type of music listened to, something particularly crucial for teenage identification, is a further aspect of self which can span both public and private; while teenagers tend to listen to personal music systems ostensibly on an individual basis, the music they contain is often shared either by passing files between machines or through the physical sharing of a pair of headphones (Cullen 2006). These less visible aspects of community belonging, while not so immediately available to the gaze, can, if found to be at variance with group norms, be especially shocking once uncovered.