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Dare the School Build a New Education for Boys?

by Marcus Weaver-Hightower - February 14, 2005

Issues of boys’ education have begun receiving a great deal of attention in bookstores, newspapers, and classrooms. Much of this attention, though, lacks the proper contextualization for the true state of boys in schools: these concerns are not new, and not all boys are in trouble. Also, proposed solutions, like making classes “boy-friendly” or single-sex schooling, are often too simplistic or sometimes even regressive to social justice. In this commentary, I suggest teachers research their own classrooms and consider non-traditional methods for improving the educations of those boys most in need.

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Cite This Article as: Teachers College Record, Date Published: February 14, 2005
https://www.tcrecord.org ID Number: 11743, Date Accessed: 9/24/2021 5:11:22 PM

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About the Author
  • Marcus Weaver-Hightower
    University of North Dakota
    E-mail Author
    MARCUS WEAVER HIGHTOWER teaches in the Department of Educational Foundations and Research at the University of North Dakota, is a doctoral candidate at the University of Wisconsin-Madison, and is a former English teacher at Goose Creek High School in South Carolina. His research centers on gender and education, particularly masculinity’s impact on schooling and policy. He is currently conducting research on Australia’s federal policy on boys’ education. Weaver-Hightower is the author of "The 'Boy Turn' in Research on Gender and Education" in Review of Educational Research and “The Gender of Terror and Heroes? What Educators Might Teach About Men and Masculinity After September 11, 2001.”
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