Heroes or zeroes? the discursive positioning of ‘underachieving boys’ in English neo-liberal education policy

Hdl Handle:
http://hdl.handle.net/10142/31811
Title:
Heroes or zeroes? the discursive positioning of ‘underachieving boys’ in English neo-liberal education policy
Authors:
Francis, Becky
Abstract:
The moral panic concerning ‘boys’ underachievement’ is well established in the UK and Australia, and is spreading to other countries. Feminists have articulated concerns that this debate has reflected a ‘poor boys’ discourse with negative permutations for girls’ schooling; and there is much evidence to support this claim. However, it is argued here that as a result of the location of underachievement in the individual rather than with social structures by neo-liberal policy movements, in England certain groups of ‘failing’ boys are increasingly being problematized rather than valorized. Boys generally are presented as vulnerable and ‘at risk’. The ‘poor boys’ discourse position these boys as in need of help and attention. But within these practices certain groups of boys are beginning to be demonized for their apparent wastefulness of resources and failure to take responsibility for their own achievement. The article draws on work by Bauman and Foucault as well as feminist theory in order to tease out some of the complex inter-weavings of gender and neo-liberal discourses at work in English educational policy
Citation:
Francis, Becky. "Heroes or zeroes? The discursive positioning of ‘underachieving boys’ in English neo-liberal education policy" Journal of Education Policy 21.2 (2006). 01 Jul. 2008
Publisher:
Routledge
Journal:
Journal of Education Policy
Issue Date:
Mar-2006
URI:
http://dx.doi.org/10.1080/02680930500500278
DOI:
10.1080/02680930500500278
Type:
Article
Language:
en
ISSN:
0268-0939; 1464-5106
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorFrancis, Becky-
dc.date.accessioned2008-07-14T10:43:43Z-
dc.date.available2008-07-14T10:43:43Z-
dc.date.issued2006-03-
dc.identifier.citationFrancis, Becky. "Heroes or zeroes? The discursive positioning of ‘underachieving boys’ in English neo-liberal education policy" Journal of Education Policy 21.2 (2006). 01 Jul. 2008en
dc.identifier.issn0268-0939-
dc.identifier.issn1464-5106-
dc.identifier.doi10.1080/02680930500500278-
dc.identifier.urihttp://dx.doi.org/10.1080/02680930500500278-
dc.description.abstractThe moral panic concerning ‘boys’ underachievement’ is well established in the UK and Australia, and is spreading to other countries. Feminists have articulated concerns that this debate has reflected a ‘poor boys’ discourse with negative permutations for girls’ schooling; and there is much evidence to support this claim. However, it is argued here that as a result of the location of underachievement in the individual rather than with social structures by neo-liberal policy movements, in England certain groups of ‘failing’ boys are increasingly being problematized rather than valorized. Boys generally are presented as vulnerable and ‘at risk’. The ‘poor boys’ discourse position these boys as in need of help and attention. But within these practices certain groups of boys are beginning to be demonized for their apparent wastefulness of resources and failure to take responsibility for their own achievement. The article draws on work by Bauman and Foucault as well as feminist theory in order to tease out some of the complex inter-weavings of gender and neo-liberal discourses at work in English educational policyen
dc.language.isoenen
dc.publisherRoutledgeen
dc.subjectunderachievementen
dc.subjectboysen
dc.subjectEnglanden
dc.subjecteducation policyen
dc.titleHeroes or zeroes? the discursive positioning of ‘underachieving boys’ in English neo-liberal education policyen
dc.typeArticleen
dc.identifier.journalJournal of Education Policyen
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