We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Fielding Fractured Masculinities: Implications for Nonrepresentational Educational Research Methodology in the Philosophy of Erin Manning.
- Authors
Sweet, Joseph D.
- Abstract
In this paper, I put Erin Manning’s philosophical project into conversation with gender theory and consider possibilities regarding what it means to theorize masculinities in educational research methodology. To do this, I first speak to the urgency for reconceptualizing masculinities in education, outline how educational researchers have previously theorized the field, and problematize previous work that theorized masculinity as a relatively stable and monolithic identity marker. Following this, I consider what Manning’s process philosophy might offer educational researchers in the field of masculinities. In thinking with masculinities, the ongoing and lived experiences of gender, and Manning, I offer “fractured masculinities,” which theorizes masculinities as multiple, mobile, relational, contextual, intersectional, and fractured.
- Subjects
MASCULINITY; PHILOSOPHY methodology; EDUCATION research; RESEARCH methodology; TEACHER researchers
- Publication
Reconceptualizing Educational Research Methodology, 2022, Vol 13, Issue 3, p156
- ISSN
1892-042X
- Publication type
Article
- DOI
10.7577/rerm.5142