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Abstracts
Résumé
Cet article s’intéresse à la construction de la masculinité des garçons en contexte scolaire. Plus particulièrement, il vise des garçons francophones du Manitoba de la onzième et de la douzième année et veut mieux cerner le phénomène de la construction de la masculinité des garçons à travers leur participation à des groupes sociaux et à des communautés de pratique à l’école. Les garçons négocient et présentent diverses versions de la masculinité dans différentes situations sociales et chaque contexte social a un impact considérable sur l’élaboration de leur masculinité, ce qui engendre des effets sur leur vécu scolaire. La présente étude est qualitative de type ethnographique et les données ont été analysées à partir de la théorie sociale du genre de Connell (1987; 1995; 2002) en portant un regard particulier sur la masculinité hégémonique, ainsi que de celle des communautés de pratique développée par Wenger (2005). Les résultats indiquent que la masculinité présente dans ce milieu semble être fondée sur un modèle traditionnel et comprend une adhésion à une construction de la masculinité hégémonique. Enfin, l’image de la masculinité ne semble pas permettre aux garçons de contempler d’autres types de masculinité.
Mots-clés :
- construction de la masculinité,
- groupes sociaux,
- théorie des communautés de pratique,
- théorie sociale du genre,
- masculinité hégémonique
Abstract
This article seeks to facilitate an understanding of how boys construct their masculinity in a school environment. More specifically, Franco-Manitoban boys from grades 11 and 12 were interviewed in order to better understand this phenomenon through their participation in social groups and communities of practice at school. Boys negotiate and display multiple versions of masculinity in diverse social circumstances. Each social context has a significant impact on constructing masculinity that in turn affects boys’ lives in school. This thesis is qualitative in nature and uses an ethnographic “lens”. Connell’s (1987; 1995; 2002) social theory of gender with a particular look at hegemonic masculinity, as well as Wenger’s (2005) social theory of communities of practice, were used to analyse data. Results indicate that the masculinity in this particular school environment seems to be based on a traditional model, which includes an adherence to a hegemonic masculinity. Furthermore, the image that relates to the ideal masculinity does not allow boys to consider other forms thereof.
Keywords:
- construct of masculinity,
- social groups,
- social theory of gender,
- social theory of communities of practice,
- hegemonic masculinity
Appendices
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