Vulnerable masculinities : implications of gender socialisation in three rural Swazi primary schools

• Published in: South African journal of childhood education Vol. 9; no. 1; pp. 1 - 11
• Main Authors: Morojele, Pholoho J., Motsa, Ncamsile D.
• Format: Journal Article
• Language: English
• Published: Johannesburg AOSIS 2019; African Online Scientific Information Systems (Pty) Ltd t/a AOSIS; AOSIS (Pty) Ltd; University of Johannesburg
• Subjects: Acquired immune deficiency syndrome; AIDS; AIDS (Disease); Boys; Children; Children & youth; Constructionism; Death; Disadvantaged; Education; Education, Special; Educational Experience; Educational Needs; Elementary School Students; Elementary schools; Equal Education; Eswatini; Foreign Countries; Gender; Gender Differences; Gender equality; Gender equity; Gender identity; Girls; Heads of Households; Heterosexual relationships; Heterosexuality; HIV; Households; Human immunodeficiency virus; Humiliation; Inclusion; Individualized Instruction; Language & Linguistics; Males; Management; Masculinities; Masculinity; Mathematics, Applied; Meaning; Orphans; Parents; Patriarchy; Photography; Poverty; Primary Education; Ridicule; Rural communities; Rural Schools; School construction; Schooling; Sex Role; Sexuality; Social aspects; Social class; Social constructionism; Social Sciences, Interdisciplinary; Socialization; Socioeconomic factors; Socioeconomic Status; Student Attitudes; Swaziland; Vulnerable boys; Well Being; Eswatini; South Africa; Swaziland; vulnerable boys; poverty; gender equality; schooling; Swaziland; masculinities

Background: This article draws on social constructionism to explore vulnerable boys’ constructions of gender within three primary schools in Swaziland.Objectives: It seeks to understand the ways in which vulnerable boys make meaning of masculinities and the implications of these on their social and...